I

II

Conference Committees
Organizing Committee
Sr.

Name

Department

1.

Prof. Nader Mohamed Mohamed Morgan

Dean and Conference Chairman

2.

Prof. Ahmed Mahmoud Mohamed Ibrahim

Conference Rapporteur and Vice-Dean for

Post-Graduate Studies and Research

3.

Prof. Samir Abdel-Hamid Aly

Conference Rapporteur and Vice-Dean for

Community Service and Environmental
Development Affairs

4.

Prof. Hosny Sayed Ahmed Hassanein

Conference Rapporteur and Vice-Dean for

Education and Student Affairs

5.

Prof. Mohamed Fathy El-Kerdany

Aquatic Sports Training Department

6.

Prof. Ahmed El-Hady Youssef

Member of Permanent Scientific Committee

for Promotion of Professors, Sports Training
Board

7.

Prof. Abdel-Moneim Bedeir El-Qassir

Biological Science
Department

8.

Prof. Mohamed Khaled Hammouda

Sport Games Training Department

9.

Prof. Mohamed Sabry Omar

Physical Education Foundations Department

Sr.

and

Sport

Health

Advisory Board Members

Name
Department

1.

Prof. Sawsan Mohamed Abdel-Moneim

Member of Permanent Scientific Committee

for Promotion of Professors, Sports Training
Board

2.

Prof. Nader Abdel-Salam El-Awamry

Sport Games Training Department

3.

Prof. Aly Hussein El-Qossaey

Track and Field Events Training Department

4.

Prof. Farag Hussein Bayoumy

Sport Games Training Department

5.

Prof. Aly Fahmy El-Beik

Aquatic Sports Training Department

6.

Prof. Botros Rezkallah

Sport Games Training Department

7.

Prof. Mahmoud Mohamed Abbas

Exercises
and
Department

8.

Prof. Mohamed Ibrahim Shehata

Member of Permanent Scientific Committee

for Promotion of Professors, Sports Training
Board

9.

Prof. Fatma Awad Saber

School Sport Department

10.

Prof. Abdel-Fattah Fathy Khedr

Combats and Individual Sports Training

Department

III

Gymnastics

Training

Sr.

Advisory Board Members

Name
Department

11.

Prof. Abdel-Haleem Mohamed Abdel- Track and Field Events Training Department
Haleem

12.

Prof. Nadia Mohamed Rashad

Biological Science
Department

13.

Prof. Ahmed Ibrahim Shehata

Exercises
and
Department

14.

Prof. Samir Abbas Omar

Track and Field Events Training Department

15.

Prof. Nahed Anwar El-Sabbagh

Physical Education Foundations Department

16.

Prof. Adel Mahmoud Abdel-Hafez

School Sport Department

17.

Prof. Mohamed Abdel-Aziz Salama

Secretary of Permanent Scientific Committee

for Promotion of Professors, Sports, Sport
Administration Board

18.

Prof. Magdy Mohamed Abou-Zeid

Member of Permanent Scientific Committee

for Promotion of Professors, Sports Training
Board

19.

Prof. Mona Mohamed Ahmed Sokkar

Physical Education Foundations Department

20.

Prof. Samy Mohamed El-Sherbeeny

Aquatic Sports Training Department

21.

Prof. Abdel-Rahman Abdel-Azeem Seif

Combats and Individual Sports Training

Department

22.

Prof. Zakiya Ibrahim Kamel

School Sport Department

23.

Prof. Hussein Ahmed El-Sayed Haggag

Combats and Individual Sports Training

Department

24.

Prof. Gannat Mohamed Ibrahim

Biological Science
Department

25.

Prof. Mervat Aly Hassan Khafaga

School Sport Department

26.

Prof. Mervat El-Sayed Youssef

Biological Science
Department

27.

Prof. Nadia Mohamed Aly Sultan

Physical Education Foundations Department

28.

Prof. Amal Gaber Sharara

Physical Education Foundations Department

29.

Prof. Hisham Sobhy Hassan

Exercises
and
Department

30.

Prof. Maraey Hussein Maraey Nasr

Sport Games Training Department

IV

and

Sport

Gymnastics

and

and

Health
Training

Sport

Health

Sport

Health

Gymnastics

Training

Conference Secretariat
Sr.

Name

Department

1.

Prof. Nader Mohamed Mohamed Morgan

Dean and Conference Chairman

2.

Prof. Ahmed Mahmoud Mohamed Ibrahim

Conference Rapporteur and Vice-Dean for

Post-Graduate Studies and Research

3.

Prof. Samir Abdel-Hamid Aly

Conference Rapporteur and Vice-Dean for

Community Service and Environmental
Development Affairs

4.

Prof. Hosny Sayed Ahmed Hassanein

Conference Rapporteur and Vice-Dean for

Education and Student Affairs

5.

Prof. Mohamed Reda Hafez El-Rouby

Head of Combats and Individual Sports

Training Department

6.

Prof. Alaa-Eddin Mohamed Elewa

Head of Biological Science and Sport Health

Department

7.

Prof. Moustafa El-Sayeh Mohamed Ahmed

Head of School Sport Department

8.

Prof. Omaima Ibrahim El-Agamy

Head of Physical Education Foundations

Department

9.

Prof. Ashraf Adly Ibrahim

Head of Aquatic Sports Training Department

10.

Prof. Yehia Mohamed Zakarya El-Hariry

Head of Exercises and Gymnastics Training

Department

11.

Prof. Ahmed El-Sayed Lotfy

Head of Track and Field Events Training

Department

12.

Prof. Yasser Kamal Mohamed Salem

Head of Sport Games Training Department

Sr.

Reception and Registration Committee

Name
Sr.
Name
Prof. Yehia Mohamed Zakarya ElHariry
Prof. Faouzy El-Sayed Hassan
Qadous
Prof. Safaa Safaa Eddin ElKharboytly
Prof. Mohamed Mohamed Abdel-Aal

23.

Lect. Amin Mohamed Gaafar

24.

Lect. Saeed Mohamed Ghoneimy

25.

Lect. Safwat Aly Gomaa

26.
27.

6.

Prof. Nadia Mohamed Zaky ElHamouly

Prof. Morad Mohamed Ibrahim Nagla

Lect. Samir Shaaban Houta

Ass.Lect. Mohamed Abdel-Fattah Moghazy

28.

Ass.Lect. Mohamed Atallah Badawy

7.

Prof. Mohab Ahmed Abdel-Razzak

29.

8.

Ass.Prof. Mohamed Aly AbdelMegid El-Mekattaf

Ass.Prof. Islam Mohamed Salem

30.

Ass.Lect. Saleh Masoud Farag

Ass.Lect. Medhat El-Sayed Moustafa

31.

Ass.Lect. Sabry Abdel-Fattah Hassanein

32.

Ass.Lect. Ahmed Ragab Amin Shaaban

11.

Ass.Prof. Samir Abdel-Naby Shaaban

Issa
Ass.Prof. Sobhy Hassouna Hassouna

33.

Ass.Lect. Hany Ismail Fathallah

12.

Lect. Mohamed Kamal Moussa

34.

Ass.Lect. Waleed Abdel-Moneim Ahmed

13.

Lect. Barakat Farag Mohamed Ezz

El-Arab

35.

Ass.Lect. Abdallah Farag Mohamed Awad

14.

Lect. Mohamed Mohamed El-Qot

Lect. Raafat Mohamed Hamza

36.

Ass.Lect. Radwan Saeed El-Gohary

37.

Dem. Mohamed Abdel-Aziz Arafa

38.

Dem. Mohamed Saeed Abdallah Ibrahim

17.

Lect. Mohamed Abdel-Wahab

Mabrouk
Lect. Islam Salah El-Sayed

39.

18.

Lect. Mohsen Mohamed Saltah

40.

Dem. Mohamed Osama Abdel-Aal

Moustafa
Dem. Ahmed Mohamed Shaaban

19.

Lect. Ashraf Sobhy Younis Qabil

41.

Dem. El-Saeed Mohy-Eddin Abdel-Salam

20.

Lect. Hany Mahmoud Abdel-Wanees

42.

Dem. Ahmed Abdallah Mohamed

21.

Lect. Abdel-Rahman Ibrahim AbdelNaby

Lect. Mohamed Abdel-Hady Doma

43.

Student, Hassan El-Sayed Mansour

44.

Student, Amr Mohamed Reda

1.
2.
3.
4.
5.

9.
10.

15.
16.

22.

VI

Sr.

Opening and Closing Ceremonials Committee

Name

1.

Prof. Ahmed Fouad Gaber El-Shazly

2.

Prof. Samir Abdel-Hamid Aly

3.

Prof. Moustafa El-Sayed Taher

4.

Prof. Adel Mohamed Zein-Eddine

5.

Prof. Abdel-Basset Seddiq Abdel-Gawad

6.

Prof. Ashraf Abdel-Aal El-Zohary

7.

Lect. Abdallah Mohamed Mohy-Eddin

8.

Lect. Yasser Mahmoud Abdel-Gawad

9.

Ass.Lect. Sherif Hashem Mohamed

10.

Dem. Mohamed El-Sayed Shaaban

11.

Dem. Eid Kamal Abdel-Aziz

12.

Dem. Ahmed Hafez Mahmoud

Sr.

Scientific Committee and Research Evaluation Board

Name

1.

Prof. Nader Mohamed Mohamed Morgan

2.

Prof. Ahmed Mahmoud Mohamed Ibrahim

3.

Prof. Samir Abdel-Hamid Aly

4.

Prof. Hosny Sayed Ahmed Hassanein

Members of the Permanent Scientific Committees for Promotion of Professors, Sports Training
Board, Sports Administration Board and School Sport Board.

Technical Secretariat
Name

Sr.
1.

Prof. Nader Mohamed Mohamed Morgan

2.

Prof. Ahmed Mahmoud Mohamed Ibrahim

3.

Prof. Ahmed Fekry Mohamed Suleiman

4.

Prof. Mervat Ibrahim Rakha

5.

Prof. Mohamed Abdel-Moneim Haridy

6.

Prof. Ramzy Abdel-Kader El-Tanbouly

7.

Mr. Hassan Esmat Wahby

8.

Mrs. Heba El-Sayed Mohamed Shaaban

9.

Mr. Hany Hassan Esmat

10.

Mr. Hisham Mohamed Mohamed Abdel-Hafez

VII

Sr.

Accommodation Committee
Name

1.

Prof. Metwally Mokhtar Hassan Bahayem

2.

Prof. Fathy Ahmed Ibrahim

3.

Prof. Magdy Hassan Youssef

4.

Prof. Salah Mohamed Asran

5.

Prof. Heba Abdel-Azeem Mohamed

6.

Prof. Adel Abdel-Hameed El-Fady

7.

Prof. Hussein Abdel-Salam

8.

Ass.Prof. Mohamed Hassan Mohamed Aly

9.

Ass.Prof. El-Sayed Shehata Ahmed

10.

Lect. Zakariya Ahmed El-Sayed Metwally

11.

Lect. Saad Fathallah El-Aalem

12.

Lect. Amin Abdel-Aziz Sherif

13.

Lect. Waleed Salah Aly

14.

Lect. Mohamed Mahmoud Suleiman

15.

Lect. Tharwat Saeed Abdel-Hakeem

16.

Ass.Lect. Ahmed Nasr Maraghy

17.

Ass.Lect. Hisham Nabil Ibrahim

18.

Ass.Lect. Mohamed Mahmoud Mohamed

19.

Ass.Lect. Ahmed Samir Awad

20.

Ass.Lect. El-Sayed Salah El-Sayed

21.

Ass.Lect. Hassan Fareeg Abdel-Fattah

22.

Dem. Ahmed Eid Youssed

23.

Dem. Ahmed Gomaa El-Sayed

24.

Dem. Ahmed Mohamed Abdel-Haleem

25.

Dem. Shawkat Abdel-Monsef Aly

VIII

Transportation Committee
Name

Sr.
1.

Prof. Abdel-Basset Seddiq

2.

Ass.Lect. Marawan Aly Shamakh

3.

Ass.Lect. Yasser Mohamed Hagar

4.

Ass.Lect. Mohamed Masoud Ibrahim Sharaf

5.

Lect. Ibrahim Ibrahim Atta

6.

Lect. Wael Kamel El-Hawy

7.

Lect. Ahmed Arnous

8.

Lect. Kareem Ahmed Shehata

9.

Ass.Lect. Karem Ahmed Abou-Zeid

10.

Ass.Lect. Mohamed Ahmed Barakat

11.

Ass.Lect. Ahmed Refaat Mohamed Raiya

12.

Ass.Lect. Ahmed Saad Kotb

13.

Ass.Lect. Moustafa Abdel-Rahman Seif

Sr.

Preparations and Public Relations Committee (Academic Staff)

Name

1.

Prof. Ahmed Saad-Eddin

2.

Prof. Zaky Mohamed Hassan

3.

Prof. Zakiya Mohamed Ibrahim Kamel

4.

Prof. Mohsen Darwish Hommos

5.

Prof. Sekina Mohamed Nasr

6.

Ass.Prof. Raafat Abdel-Monsef

7.

Lect. Waleed Mohsen Nasr

8.

Lect. El-Sayed Suleiman Hammad

9.

Lect. Osama Ismail El-Shaer

10.

Lect. Taha Sobhy Taha

11.

Lect. Safwat Zaytoun

12.

Ass.Lect. Mohamed Abdel-Rahman Aly

13.

Ass.Lect. Adel Abbas El-Mangoudy

14.

Ass.Lect. Mohamed Khamees Anwar

15.

Dem. Mohamed Hamza El-Rahmany

16.

Dem. Islam Fekry Ismail

17.

Dem. Ashraf Mohamed Suleiman

IX

Sr.

Preparations and Public Relations Committee (Staff)

Name

1.

Dr. Mohamed Hamido

2.

Mr. Adham Saleh

3.

Mr. Mahmoud Saleh

4.

Mr. Waleed Ouf

5.

Mr. Mohamed Adel Zein-Eddin

6.

Mr. Amr Moustafa El-Sayeh

7.

Mr. Hisham Mahmoud Saleh

Financial Committee
Name

Sr.
1.

Mrs. Samia Mohamed Ismail

2.

Mrs. Nagwa Abdel-Aziz Ramadan

3.

Mrs. Hadaya Ibrahim Aly

4.

Mr. Abdallah El-Sayed Saleh

5.

Mrs. Seham Kamel Omar

6.

Mrs. Huda Salman El-Sayed

7.

Mr. Fathy Khedr

8.

Mr. Ahmed Abdel-Razek

9.

Mr. Mina Maher Lamey

Sr.

Research Management Committee

Name
Sr.
Name

1.

Prof. Yasser Hassan Dabbour

16.

Lect. Aly Ahmed Aly Hassanein

2.

Prof. Saeed Aly Hassan Sallam

17.

Lect. Khaled Saeed Mokhtar

3.

Prof. Youssef Dahab Aly

18.

Lect. Abdallah Saeed Moussa

4.

Prof. Hassan El-Sayed Abou-Abda

19.

Lect. Mansour Abdel-Hamid Ismail

5.

Prof. Ezzat El-Hawary

20.

Ass.Lect. Ahmed Samir Bassiouny

6.

Prof. Mohamed Abdel-Rehim Ismail

21.

Ass.Lect. Moamen Mohamed AbdelGawad

7.

Prof. Abdel-Moneim Ibrahim Haridy

22.

Ass.Lect. Mohamed Helmy Ghezlan

8.

Prof. Abdel-Mohsen Gamal

23.

Ass.Lect. El-Saeed Mohamed Abou-Bakr

9.

Prof. Montasser Ibrahim Torfa

24.

Ass.Lect. El-Saeed Abdel-Hamid Salem

10.

Ass.Prof. Hamdy Abdel-Maksoud ElGazzar

25.

Ass.Lect. Hossam El-Badry Shaaban

Zeaitar

11.

Ass.Prof. Tarek Yassin Abdel-Samad

26.

Ass.Lect. Ahmed Mohamed Farag

12.

Ass.Prof. Hisham Mohamed Hamdoun

27.

Ass.Lect. Ekramy Mohamed Abdel-Hamid

13.

Lect. Hilal Hassan Sayed Ahmed

28.

Ass.Lect. Mohamed Atef El-Deeb

29.

Ass.Lect. Ayman Kilany Abdel-Kader

Atta

30.

Dem. Ahmed Mohamed Kamal

14.
15.

Lect. Mohamed Ahmed Abdel-Fattah

Lect. Mohamed Abdel-Hameed Zayed

Documentary Film Team

Name

Sr.
1.

Prof. Nader Mohamed Mohamed Morgan

2.

Prof. Mohamed Abdel-Aziz Salama

3.

Mr. Ramadan Shaker

Sr.

Recommendations Committee
Name

1.

Prof. Nader Mohamed Mohamed Morgan

2.

Prof. Ahmed Mahmoud Mohamed Ibrahim

3.

Prof. Samir Abdel-Hamid Aly

4.

Prof. Hosny Sayed Ahmed Hassanein

5.

Prof. Aly Hussein El-Qossaey

6.

Prof. Aly Fahmy El-Beik

7.

Prof. Samy Ibrahim Nasr

8.

Prof. Mohamed Abdel-Aziz Salama

XI

Sr.

Information Technology Committee (Academic Staff)

Name

1.

Prof. Mohamed Khaled Hammouda

2.

Prof. Mohamed Abdel-Hamid Belal

3.

Ass.Prof. Tarek Gamal Alaa-Eddin

4.

Lect. Nader Abdel-Naeem

5.

Lect. Raafat Saeed Hendawy

6.

Lect. Waleed Suleiman El-Saeedy

7.

Lect. Ahmed Mohamed Abdel-Moneim Allam

8.

Lect. Ahmed Abdel-Baky

Sr.

Information Technology Committee (Staff)

Name

1.

Mr. Bassem Tantawy

2.

Mr. Tamer El-Gales

3.

Mrs. Safaa Ahmed Hammouda

4.

Mrs. Nashwa Ahmed Mohamed Gameel

5.

Mrs. Shorouk Kareem

6.

Mrs. Marwa Zakariya

7.

Mrs. Bassant Tantawy

8.

Mr. Aly Hamed

9.

Mr. Ahmed Abdel-Naby

10.

Mrs. Asmaa El-Sayed Abdallah

11.

Mrs. Amal Mamhoud El-Demerdash

12.

Mrs. Asmaa Ahmed

13.

Mrs. Safiya Mohamed Aly

14.

Mr. Hisham Mohamed Mosaad

XII

Contents
The Effect of Progressive Method on the Anaerobic Capacity, LDH, and CPK Enzymes in the 12
Year Old 100m Freestyle Swimmers -----------------------------------------------------------------------

Ahmed Aziz Mohammed Farag ------------------------------------------------------------------------------ The Effect of Using Electronic Mind Mapping Strategy on Knowledge Acquisition for Some
Requirements of Rhythmic Gymnastics International Code of Point and the Performance Level of
Innovative Routine -----------------------------------------------------------------------------------------------

11

Mona Elsayed Abdel Aal -------------------------------------------------------------------------------------- The Impact of a Cognitive Program Using Mobile Phone as an External Feed Back at the
Cognitive Achievement Level and Skills Performance for Basketball -----------------------------------

21

Amr Abdellah Abdel-Kader Hassan ------------------------------------------------------------------------- Evaluation of Isokinetic Measurements of Ankle Joint using Kinso Taping ----------------------------

38

Tamer Husain Mohamed Al-Shetehy ----------------------------------------------------------------------- Setting Up an Electronic Cognitive Test in Handball for Faculty of Sports Education Students,
Mansoura University --------------------------------------------------------------------------------------------

47

Tamer Mahmoud El-Said Mohamed ------------------------------------------------------------------------ The Impact of Mental Practices of Motor Performance of Tennis Skills in Young Boys and Girls --

58

Khaled Said Hegazy, Amin Mohamed Sherif -------------------------------------------------------------- Patterns of Recreational Hobbies and Their Relationship to Optimism, Pessimism and Social
Communication for the Elderly --------------------------------------------------------------------------------

64

Mohammed Ibrahim Elzahbi Saeed, Nashaat Mohammad Ahmed Mansour, Hossam Abdelaziz
Mohammed Gouda --------------------------------------------------------------------------------------------- The leadership Behavior of the Coach and its Relationship to some Psychological Skills with some
Individual Sports Activities Players ---------------------------------------------------------------------------

78

Nevin Asaad Youssef ------------------------------------------------------------------------------------------ Message of Sports Media and Its Moral and Ethical Role in the Egyptian Society (Analytical
Study) --------------------------------------------------------------------------------------------------------------

90

Amani Mohammed Mohsen Al-Sherif, Rasha Ashraf Sharaf ------------------------------------------ Effect of Circadian Rhythm on the Obese Males - A Study -----------------------------------------------

100

Moataz Hassanain --------------------------------------------------------------------------------------------- Warming-Up Timing and Its Effect on Some Biochemical Parameters and the Skillful Level
Among for Handball Players -----------------------------------------------------------------------------------

107

Ola Hassan Hussein ------------------------------------------------------------------------------------------- Impact of Acupressure for Psycho-Physiological Balance among the Basketball Players of
KFUPM ----------------------------------------------------------------------------------------------------------Syed Ibrahim, Moataz Hassanain ----------------------------------------------------------------------------

XIII

114

 Analytical Study of Some Attack Technical Variables for Barcelona Team in the Spanish Soccer
League in Season 2011/2012------------------------------------------------------------------------------------

117

Mamdouh Mahmoud Mohammady, Omar Ahmad Aly -------------------------------------------------- Effect Center Stability Strength Training on Some Physical and Skill Variables Within Volleyball
Players -------------------------------------------------------------------------------------------------------------

135

Amira Mohammed Amir EL-Baroudi, Hend Farooq Abdullah Abdullah ---------------------------- The Impact of the Use of Elastic Rope to Improve the Level of Performance for Pushing Skills in
Gymnastics -------------------------------------------------------------------------------------------------------

156

Mohammed Ali Hassan Khattab ----------------------------------------------------------------------------- Evaluation with Using E-Portfolio and Its Effectiveness on Improving Higher Cognitive Levels
for Some Track and Field Events -----------------------------------------------------------------------------

165

Hadeer Moustafa Mohammed --------------------------------------------------------------------------------

Recent Advances in Exercise Physiology and Biochemistry ---------------------------------------------Mahmoud S El-Sayed -------------------------------------------------------------------------------------------

XIV

176

The 11th International Scientific Conference

for Physical Education and Movement Sciences: Sport in Theory and Practice

The Effect of Progressive Method on the Anaerobic Capacity, LDH, and CPK
Enzymes in the 12 Year Old 100m Freestyle Swimmers
Ahmed Aziz Mohammed Farag 1
1

Assistant Professor, Department of Theoretical and Practical Aquatics - Faculty of Physical Education for girls & guys Port Said
University, Egypt.

Abstract
The good planning of training programs is the way to record achievement for swimmers, and with
the continuing evolution in records, coaches have been working under great pressures to redesign
their programs as appropriate this development in records, without compromising the scientific
standards that should be considered when developing training programs.
The progressive method is an ancillary form of speed training used in sprint training. It helps
develop both the aerobic and anaerobic capacities that could be developed to be used in swimming
exercises. Defined as 'Progressive Training', this method aims to finish the distance of the race at the
same speed of the start, a style previously known as the 'Fartlek training' or the Tempo method. The
difference is that in progressive training the swimmer will divide the race distance into three or four
parts, gradually reaching maximum speed, so that swimmer would finish the race without a decrease
in speed, and regulating speed in the second half of the race as in the first.
As a head coach of Ismailiy sports club noticed that most swimmers lose them speed in the second
half of the race. Assuming that giving more speed training addressing the finishing of the race, and
including the progressive method, would improve the situation, this study was initiated.
The research aims to identify the effect of the progressive method on the anaerobic capacity, the
record level, and some physiological variables for the 100-meter freestyle swimmers.
The experimental method, using a control group and an experimental group was used, being suitable
for this type of study.
The research sample was intentionally selected from the competition swimmers, swimmers registered
in Ismailiy club, and participated in the republic championship of 2011 in the 12-13 years old age
group.
Training using the progressive method led to an improvement in the anaerobic capacity, and to an
improvement in the record level, but it did not lead to a change in the level of lactate dehydrogenase
(LDH) and creatine phosphokinase (CPK) enzymes in the experimental group compared to the
control group. This was attributed to the fact that the progressive method training led to an
improvement in the aerobic and anaerobic capacity, thus enabling the swimmers to complete the
race distance without a change in effort, resulting in an improvement in the record level and
anaerobic capacity.
Introduction

he good planning of training programs is the way to record achievement for swimmers, and with
the continuing evolution in records, coaches have been working under great pressures to
redesign their programs as appropriate this development in records, without compromising the
scientific standards that should be considered when developing training programs.

TAIE: Special Edition

The 11th International Scientific Conference

for Physical Education and Movement Sciences: Sport in Theory and Practice
According to Cecil Colwin (2002) the good planning for annual training programs requires
developing more than one plan for a range of aquatic exercises that put the swimmers in shape at
competitions, focusing on factors that would ensure influencing the performance level. (10: 155)
Abu El-Ela Abd El-Fattah (1994) stated that putting swimmer in the peak performance is one of the
problems that make it difficult training process. In spite of the development in training methods and
training planning to make it possible for the swimmer to achieve the highest performance in every
championship, but the problem of achieving the capacity in performance still constitutes a great
difficulty in the planning process. (1: 320)
Ali El-Beik (1984) confirmed that the difficulty of the annual preparation of elite athletes is closely
related to make the stages of the training process more difficult as a result of the large number of
competitions those athletes are participating in, as well as the expansion in using the multiple
training means. (6:52)
Some recent studies, such as the one by Dave Costill (2007) indicate that the volume of training does
not affect on the performance of the swimmers, but it is the intensity of the training that counts. (11)
We can conclude that it is speed training not endurance that is the key to success in achieving scores,
and this is called the 'target race pace'. (12:119)
Ernest Maglischo (2003) explained that the training programs for the speed swimmers use three
techniques: the resistance speed, auxiliary speed, and dry resistance exercises. (15: 486)
The Progressive method is a form of auxiliary speed exercises (Pick-up) used in sprint training,
which includes hiking, crow hopping, wide step and sprinting, ending with walking. It develops both
the aerobic and anaerobic capacities. (18: 58)
The progressive method is an ancillary form of speed training used in sprint training. It helps develop
both the aerobic and anaerobic capacities that could be developed to be used in swimming exercises.
Defined as 'descending Training', this method aims to finish the distance of the race at the same
speed of the start, a method previously known as the 'Fartlek training' or the Tempo method. The
difference is that in progressive training the swimmer will divide the race distance into three or four
parts, gradually reaching to maximum speed, so that finished the race without a decrease in speed,
and regulating them speed in the second half of the race as in the first.
As a head coach of Ismailiy club, noticed that most swimmers lose speed in the second half of the
race. For example, the swimmers in the Republic Championship, held in April 2011, achieved a time
of 35.90s. In the first half, they recorded a time of 16.30s, and in the second half the time recorded
was 19.60s, with an increase of 3.30s. Subtracting 2s, for the start time difference, we find that there
is an increase of 1.30s in the second half, which resulted from the swimmer's inability to finish the
race as effectively as they started. Assuming that giving more speed training addressing to finish the
race, and including the progressive method, would improve the situation, this study was initiated.
And why Creatine Phosphokinase because it is an enzyme that is present in the heart, brain and
skeletal muscles. CPK is more commonly known as creatine kinase, or CK. CK is released from the
cells of these tissues when they are injured or do not receive enough oxygen. Therefore, that is
meaning there is damage in tissues. (19) Also, lactate dehydrogenase when is found to be abnormally
high or low, they indicate a process of muscle tissue degradation. (23)
So, the decrease in level of CPK and LDH in blood may be the result of an improvement in the
swimmer's condition.

TAIE: Special Edition

The 11th International Scientific Conference

for Physical Education and Movement Sciences: Sport in Theory and Practice
Objectives
1. Identifying the effect of the progressive training on the anaerobic capacity for the 100m freestyle
swimmers.
2. Identifying the effect of the progressive training on the record level for the 100m freestyle
swimmers.
3. Identifying the effect of the progressive training on CPK, and LDH in the 100m freestyle
swimmers.
Hypothesis
1. There are significant variables between pre-training and after training program for after training
program in anaerobic capacity, record level, and CPK&LDH for control group.
2. There are significant variables between pre-training and after training program for after training
program in anaerobic capacity, record level, and CPK&LDH for experimental group.
3. There are significant variables between control group and experimental after training program in
anaerobic capacity, record level, and CPK&LDH for experimental group.
Procedures
Methodology:
The experimental method, using a control group and an experimental group was used, being suitable
for this type of study.
Sample:
The research sample was intentionally selected from the competition swimmers, consists of 20
swimmers were divided to two groups (control & experimental), swimmers registered in Ismailiy
club, and swimmers who participated in the Republic Championship of 2011 in the 12-13 year old
age group.
Table (1)
The statistical significances of variables before conducting the experimental program (N = 20)
Statistical
significances

The control group

The experimental group

Mean

Standard
deviation

Median

Skewness

Mean

Standard
deviation

Median

Skewness

149
43.5
12.33
2

3.22
2.07
0.52
0

148.5
43.5
12
2

0.47
0
1.94
0

149.83
42.83
12.5
2

3.19
1.33
0.55
0

149
42
12.5
2

0.78
1.88
0
0

21.85

0.47

21.81

0.25

22.17

0.45

22.07

0.64

80.77

0.77

0.25-

79.98

0.99

80.16

0.52-

CPK (unit/ liter)

105.09

0.93

0.38-

105

0.90

104.99

0.02

LDH (unit/ liter)

315.25

2.42

80.84
105.20
5
315.75

0.62-

314.75

1.97

314.25

0.76

Variables
Height (cm)
Weight (kg)
Age (year)
Training age (year)
Anaerobic capacity
(s)
Record level (s)

Table (1) shows the homogeneity of the swimmers of the control and the experimental groups, as the
values ranged between 3

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Tools and means of collecting data:
The researcher used the following tools and means to collect the data:

A restameter
Beam balance scale.
(Hitach 902) device to detect CPK, LDH enzymes.
Tubes to collect the blood samples, containing the anti clotting EDTA.
Record clock.
30m swimming test without a start to measure the anaerobic capacity. (2:217) (15:586)

Designing the training program:

The training program of the study was designed as follows:
1. The aim of the program:
The program aims to improve the anaerobic capacity and the record level of 100 meter freestyle race,
as well as the CPK, LDH enzymes.
2. Program criteria:
The following criteria were considered in designing the training program of the study:
Program should be consistent with the scientific rules of building training programs mentioned in
the references. (3) (5) (14)
The same training conditions and variables should be used in both groups of the study, using the
experimental factor (the progressive method) with the experimental group only when performing
the training doses [Attachment (1)]
3. How to use the progressive method:
The progressive method was used with the experimental group three times a week, during the speed
training within the training dose and in accordance with the scientific references consulted by the
researcher.
The basic experience:
The study experiment was conducted in the period 28/5/2011 - 09/07/2011.
1. Pre-measurements:
The pre-measurements were conducted and the blood samples were taken, after the end of the
Republic Championship in July 2011. Measurements were taken at the swimming pool of Suez
Canal Authority Club in Ismailia. The following conditions were taken into account when taking
these measurements:
Blood samples for measuring the CPK, LDH enzymes were taken at rest, instructing the
swimmers not to make any effort.
Blood samples were kept in tubes with anti clotting EDTA, placed in an ice box, and carried to
the nearest medical laboratory to separate the serum using the centrifuge equipment. Eventually,
they were placed in a freezer until they were transported to the laboratory in Cairo.
2. Equivalency:
The following table shows the equivalency between the members of the same sample in both groups
by applying the Mann-Whitney test on the research variables.

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Table (2)
The statistical significances of the research variables between the experimental group and control group before the
experiment
Statistical
significances

Variables
Height (cm)
Weight (kg)
Age (year)
Training period (year)
Anaerobic capacity 30 M (s)
Record level 100 m (s)
CPK (unit/ liter)
LDH (unit/ liter)

The control group

Sum of
ranks
98.5
105
95
105
85
125
108
119

Mean
ranks
9.85
10.5
9.5
10.5
8.5
12.5
10.8
11.9

The experimental group

Sum of
ranks
111.5
105
115
105
125
85
102
91

Mean
ranks
11.15
10.5
11.5
10.5
12.5
8.5
10.2
9.1

The value
of
calculated
(Y)

The
value of
(P)

43.5
50
40
50
30
30
47
36

0.631
1
0.481
1
0.143
0.143
0.853
0.315

(P) Means that the statistical significance level at (0.05) for the significance of two parties.

Table (2) shows the statistical significances of the Mann-Whitney Test in the pre-measurement of the
research variables, where the value of P > 0.05 in all variables studied, indicating that there were no
statistically significant differences in these variables and that there was an equivalency between the
two groups before the experiment.
1. Applying the program:
A misocycle of 6 weeks was applied from Saturday, 28/05/2011 to Saturday, 09/07/2011, in order to
participate in Egypt Cup (Short Course). The aquatic training doses carried out in the Suez Canal
Authority swimming pool. The training week included 6 training doses at the rate of a single training
dose a day. Thus, the program included 36 training doses; each taking 1.30 - 2.30 hours totaling 100
km in the whole session.
2. Post-measurements:
Post-measurements were conducted and the blood samples were taken as follows:
The record level was measured in Egypt cup in the 100 meter freestyle race. The record level of
non-participating swimmers was measured the previous day.
The anaerobic capacity was measured by measuring the time of the 30m immediately after the
return from the championship not to affect the level of the record level of the swimmers during
the championship.
Blood samples were taken after 48 hours from the record measurements, because it is
scientifically proven that the best time for the increase of enzymes activity occurs 48 hours after
the end of the last training dose. (4:187)
Statistical treatments:
The researcher used non-parametric counting due to the small number of members of the research
sample. Using the Mann-Whitney test for differences in rank between two independent samples, the
equivalency of the two samples of the study was verified; and the significant differences between
them after applying the training program. The Wilcoxon test for one sample was also used to test the
significant differences between the pre- and post- measurements for each of the two research groups
separately, using the statistical program SPSS V 16, Excel 2003.

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Presenting and discussing the results:
Table (3)
Statistical significance between the pre-and post- measurements and the value of (Z) of the Wilcoxon test of the
control group for the research variables
Statistical
significances
Variables
Anaerobic capacity (s)
Record level (s)
CPK (unit/ liter)
LDH (unit/ liter)

Number of
cases
+
10
10
0
0

Mean ranks

0
0
10
10

Sum of ranks

(Z)
value

5.5
5.50
0
0

0
0
5.50
5.50

55
55
0
0

0
0
55
55

2.805 2.805 2.8072.812-

The
significance
level
0.005
0.005
0.005
0.005

Table (3) shows the statistical significances of the pre- and post- measurements of the control group
in the research variables, as well as the data needed for the application of the Wilcoxon test of the
sign ranks to detect the significant differences between the measurements.
It is clear from the same table that there are statistically significant differences between the pre- and
post- measurements in anaerobic capacity variable and the record level, as well as in the CPK, LDH
variables, favoring the post-measurement of the control group.
Jae Allen (2011) suggests that this enzyme can be produced by several different types of cells and
tissues in your body, functioning as a catalyst in converting creatinine. Exercise typically increases
the level of CPK in your blood immediately during and after exercise occurs. (17: 249 - 254)
Anumeha Bhagat et al (2006) found that antioxidant supplementation (vitamins E and C) in trained
athletes reduces blood CPK increase under exercise stress. (7: 191 - 194)
Brancaccio P et al (2008) suggest that total creatine kinase (CK) and lactate dehydrogenase (LDH)
serum levels depend on age, gender, race, muscle mass, physical activity, and climatic conditions.
High CK serum levels in athletes following rest and without any further predisposing factors should
prompt a full diagnostic workup, with special regards to signs of muscle weakness or other signs not
always evident, and repeated intense prolonged exercise may produce negative effects, because given
the continuous loss of muscle proteins, it does not induce the physiological muscle adaptations to
physical training. Serum total LDH and specific isozyme activities change with the training status of
the athlete. (8: 1 - 18)
The author of this paper found a change in the levels of anaerobic capacity, record level and lactate
dehydrogenase (LDH) and creatine phosphokinase (CPK) enzymes in the speed swimmers
performance of high intensity training up to a maximum three times a week. This led to an
improvement in anaerobic capacities.
Thus, the first hypothesis is proved.
Table (4)
Statistical significances between the pre and post- measurements and the value of (Z) in the Wilcoxon test of the
experimental group for the research variables
Statistical
significances
Variables
Anaerobic capacity (s)
Record level (s)
CPK (unit/ liter)
LDH (unit/ liter)

TAIE: Special Edition

Number of
cases

Mean ranks

10
10
0
0

0
0
10
10

5.50
5.50
0
0

0
0
5.50
5.50

55
55
0
0

0
0
55
55

Sum of ranks

(Z)
value

Signific
ance
level

2.810 2.809 2.8102.825-

0.005
0.005
0.005
0.005

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Table (4) shows the statistical significances of the pre-post measurements of the experimental group
in the research variables, as well as the data needed for the application of the Wilcoxon test to the
sign ranks to detect the significant differences between the two measurements.
It is clear from the same table that there are statistically significant differences between the pre- and
post- measurements in anaerobic capacity variable and the record level, as well as in the CPK, LDH
variables, favoring the post-measurement of the experimental group.
The author found out that the Progressive method has contributed to an increase in the speed,
especially at the stage of finishing the race, and while their training experience did not enable them
to effectively finish the race, this was compensated by the Progressive method.
Ian Kemp (2010) indicates that speed diversity training helps improve the speed component and
reach the anaerobic threshold. (16: 22)
Nilesh N. Bansode (2010) explained that speed diversity training for 8 weeks led to an improvement
in the anaerobic capacity and the record level for the 1500 m runners. (21: 4)
In this regard, both Jeff Chandler & Lee Brown (2008) explained that speed diversity training
improves both aerobic and anaerobic capacities. (24: 295)
Knitter et al (2000) confirm that the high intensity physical training leads to a crack in the muscle
cells, thus leading to a rise in lactate dehydrogenase (LDH) and creatine phosphokinase (CPK). (13:
1340 - 1344)
So, the second hypothesis is proved.
Table (5)
Statistical significances of the post-measurement between the control and experimental groups using the value of
calculated (Y)
Statistical
significances

The control group

The experimental group

The value
of
calculated
(Y)

The
value of
(P)

Sum of
ranks

Mean
ranks

Sum of
ranks

Mean
ranks

147

14.7

63

6.3

0.001

154

15.4

56

5.6

0.00

CPK (unit/ liter)

79

7.9

131

13.1

24

0.05

LDH (unit/ liter)

92

9.2

118

11.8

37

0.353

variables
Anaerobic capacity 30 m
(s)
Record level 100 M(s)

(P) Means that the statistical significance level at (0.05) for the significance of the two parties.

Table (5) shows the statistical significances of the Mann-Whitney Test for the post-measurement of
the research variables, where the value of P < 0.05 in the anaerobic capacity and record level
variables, indicating statistically significant differences in these variables favoring the experimental
group, while there are no statistically significant differences in the biochemical variables CPK, LDH,
where the value of P 0.05 indicating no statistically significant differences in these variables.
According to Brent Rushall (2000), the speed diversity training is the best way to improve record
levels in high intensity sports. (9)
Thomas Baechle & Roger Earle (2008) further suggested that this type of training leads to improving
the maximal oxygen uptake, increases the lactate threshold, saves the swimmer's effort and makes
use of the energy sources. (25: 500)

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The author of this paper found that training using the progressive method led to improving the
aerobic and anaerobic capacities, thus enabling the swimmers to complete the race distance without a
change in effort, and this was reflected in an improvement of the record level, with no significant
change to the lactate dehydrogenase (LDH) and creatine phosphokinase levels between the control
and experimental group because the two groups were under the same pressures resulting from
performing the 100 meter freestyle race with maximum intensity.
Where, Poprzecki, et al (2004) indicated that the plasma increase in creatine kinase and lactate
dehydrogenase activities after exercise is connected with changes of cell membranes integrity and
mechanical damage of muscle fibers. (22:194)
So, the third hypothesis is proved.
Also, Marco Machado (2011) reported that overexertion exercise can result in muscle damage
evidenced by delayed-onset muscle soreness, strength loss, weakness, tenderness and increased
blood levels of muscle proteins such as CK, LDH, and myoglobin (Mb). (21)
Conclusions
1. The progressive method in training led to an improvement in the anaerobic capacity in the
experimental group more than it did in the control group.
2. The progressive method in training led to an improvement in the record level in the experimental
group more than it did in the control group.
3. The progressive method in training did not lead to a change in the level of the lactate
dehydrogenase (LDH) enzyme in the experimental compared to the control group.
4. The progressive method in training did not lead to a change in the level of the creatine
phosphokinase (CPK) enzyme in the experimental group compared to the control group.
Recommendations:
1. Attention should be paid to performing progressive trainings during the training season according
to the goal of each training stage.
2. Further studies should be conducted on the progressive method and its different physiological
effects.
3. Further studies should be conducted on the effect of the progressive method on both the aerobic
and anaerobic capacities.
4. A comparative study should be conducted on young swimmers and general category of swimmers
to study the effect of the progressive method on both groups in terms of the physiological,
psychological and mechanical aspects.
References
References in Arabic
1. Abu El-Ela Abd El-Fattah: (1994)"Swimming training for the high levels", Dar El-Fikr El-Arabi,
Cairo, Egypt, p. 320.
2. Abu El-Ela Abd El-Fattah, Mohamed Sobhy Hassanein:(1997) "Sports physiology, morphology,
measurement, and evaluation methods", Dar El-Fikr El-Arabi, Cairo, Egypt, P. 217.

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3. Amr Allah Ahmed Al-Bisati: (1998) "Rules and principles of sport training and its applications",
Monsha't Al-Ma'aref, Alexandria, Egypt.
4. Bahaa El-din Ibrahim Salama: (2000) "Sport physiology and physical performance (blood
lactate)", Dar El-Fikr El-Arabi, Cairo, Egypt, P.187.
5. Essam Abdel-Khalek: (2010) "Sports training theories Applications", 15th. ed, Monsha't AlMa'aref, Alexandria, Egypt.
6. Ali Fahmy El-Beik: (1984) "Training load, public swimming", copyright reserved to the author,
Alexandria, Egypt, p. 52.
References in English
7. Anumeha Bhagat: (2006) "Effect of Antioxidant Supplementation and Exercise Training on Serum
Enzymes after Acute Exhaustive Exercise" Indian J Physiol. Pharmacol, 2006; 50 (2): 191194.
8. Brancaccio P, Maffulli N, Buonauro R, & Limongelli FM.: (2008) "Serum enzyme monitoring in
sports medicine" Clin. Sports Med.; 27(1):1-18.
9. Brent S. Rushall: (2000) "An Ignored Scientific Component of Sprint Swimming Training"
Swimming Science Bulletin, USA. num.28
10. Cecil M. Colwin: (2002) "Breakthrough Swimming" Human Kinetics, USA, p. 155.
11. Dave Costill: (2007) "Why high-intensity training is better than high-volume training" Peak
Performance, Brianmac, UK.
12. Dick Hannula: (2003) "Coaching Swimming Successful", 2nd.ed, Human Kinetics, USA, p. 119.
13. E. Knitter, L. Panton, J. A. Rathmacher, A. Petersen, and R. Sharp: (2000) "Effects of b-hydroxyb-methylbutyrate on muscle damage after a prolonged run" J Appl Physiol 89: 13401344.
14. Emmett Hines: (2008) "Fitness Swimming" 2nd.ed, Human Kinetics, USA.
15. Ernest Maglischo: (2003) "Swimming Fastest", Human Kinetics, USA, P. 486.
16. Ian Kemp: (2010) "what's the fartlek" Cool Running Australia, 06.97, P. 22.
17. Jae Allen: (2011) "Enzyme activity in the body during exercise" www.livestrong.com p. 249
254.
18. Joseph T. Nitti, Kimberlie Nitti, Carl Lewis: (2001) "The Interval Training Workout: Build
Muscle and Burn Fat with Anaerobic" Hunter House Pub. Press, USA, P. 58.
19. KimberlyR: (2010)
www.livestrong.com

"What

Are

CPK

Muscle

Enzymes?"

Demand

Media,

Inc.

20. Marco Machado: (2011) "Effects of strenuous exercise on glomerular filtration rate" CIN 2011
6th. Congress of nephrology,
21. Nilesh N. Bansode: (2010) "A study of effect of fartlek training program on selected physical
fitness variables and performance of 1500 meter run for secondary school children" Variorum, Vol.01, Issue-II, p. 4.
22. Poprzecki S., Staszkiewicz A., & Hubner-Wozniak E.: (2004) "Effect of eccentric and concentric
exercise on plasma creatine kinase (CK) and lactate dehydrogenase (LDH) activity in healthy adults"
Bio. of Sports, vol. 21 n. 2, P.194.
23. Shavon Jackson-Michel: (2011) "About Muscle Enzymes" www.livestrong.com

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24. T. Jeff Chandler & Lee E. Brown: (2008) "Conditioning for strength and human performance"
Lippincott Williams & Wilkins, USA, p. 295.
25. Thomas R. Baechle & Roger W. Earle: (2008) "Essentials of strength Training and conditioning"
3rd.ed, Human Kinetics, USA, p. 500.

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The Effect of Using Electronic Mind Mapping Strategy on Knowledge

Acquisition for Some Requirements of Rhythmic Gymnastics International Code
of Point and the Performance Level of Innovative Routine
Mona Elsayed Abdel Aal 1
1

Assistant Prof.at the faculty of the Physical education Zagazig University, Egypt.

Abstract
Countries should endeavor to develop the education system in all fields in line with the overall
quality requirements of education, where calls for a positive trend talk to the teacher to get on the
experience which created by educational situation for him.
The field of education considers as the best investment sophistication images in modern countries,
prompting many countries to follow a variety of ways for the development of educational systems
and tactics.
Through the work of the researcher in the Faculty of physical education for girls as an assistant
professor, found during lectures that students are lacking the motivation , inclination and desire to
interact with the lesson which affects the style of their performance and acquire skills which make
her think about using one of the modern methods which is electronic mind maps as e-learning one of
the methods that offers many opportunities for self-learning as well as it is a better picture than the
verbal explanation.
Objective of this research:
The research aims to identify the impact of the use of electronic mind maps strategy on:
Cognitive achievement of some of the requirements of R.G. international code points
The performance level of the innovative ribbon routine.
Operational procedures:
Had used the electronic mind maps on intentionally sample of students from the Faculty of Physical
Education for Girls, Zagazig University. They were 100 students (50 experimental; 50 control) who
the researcher taught them.
The application took three months by two lectures every week, lecture period is 90 minutes and the
time of the essential part is 60 minutes.
The most important conclusions:
The use of electronic mind maps strategy has a positive effect on cognitive achievement of some of
the requirements of rhythmic gymnastics code of points.
The use of electronic mind maps strategy has a positive impact on. Performance level of
innovative ribbon routine.

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The most important recommendations:
The use of electronic mind maps strategy because of its effective impact on cognitive achievement
and raise the performance level of the innovative routine.
The use of electronic mind maps strategy in other subjects and on other stages of study.
Urged the faculty members on more use of technology in teaching.
Urged the students to make other mind maps as they may decide moreover according to their
abilities and muscle and use these mind l maps in studying.
Introduction and Research Problem

ountries exert efforts to develop their educational systems in all fields to cope with the
requirements of the comprehensive quality of education; hence, new trends advocate that
teachers play an active role in obtaining experience. Since modern countries consider education the
best form of investment, many of them adopt various strategies to develop their educational systems
and instruction techniques.
Ibrahim, R. (2009) believes that physical education, as an important field of knowledge, needs an
efficient well prepared teacher who is aware of various teaching methods to be able to continuously
provide the student with knowledge, meanwhile, develops the student's positive attitudes which
facilitate interaction during the learning process to encourage creativity. New curricula must improve
students' discussion and thinking skills. (2)
Sham'on, M. A.and Ismail, M. (2001) stress that excellence in physical education requires the
integration of mental and physical skills, unlike other fields; that is, through the integration of mental
and physical skills, the student utilizes all her abilities to achieve the intended outcomes.
The researcher, an assistant lecturer at the faculty of Physical Education, noticed that the traditional
method of teaching currently followed which depends on verbal demonstrations and modeling does
not achieve the intended outcomes; moreover, it decreases students' motivation and interaction, thus,
negatively affects their performance and acquisition of skills. Accordingly, the researcher uses a new
teaching method, electronic mind mapping which primary benefit, as opposed to traditional teaching
methods, is maximizing motivation and focusing on main points. Furthermore, mind maps improve
students' recall, creativity and concentration, and communication and thinking skills. (Buzan, Tony,
2010) (28)
As a result, the researcher believes that electronic mind mapping is an effective and
important tool that helps students to excel academically since it enables retention and information
recall on both theoretical and practical levels. Farag, A. and El-batal, F
(2004) state that Rhythmic Gymnastics is an artistic sport that reflects harmony between the body
and the apparatus used which requires a number of mental, physical and technical skills to reach high
performance levels.
In addition, Labib, A. and Othman, P. (2001) point that a set of moves in rhythmic gymnastics must
include sets of basic body moves and linking dancing moves in accordance with the technical sets of
the apparatuses which are all performed smoothly and gracefully in varied directions and at various
levels. (6)
Accordingly, the researcher believes that applying computer assisted electronic mind mapping, with
all the advantages it offers, will positively affect lesson presentations and the acquisition of physical

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skills. According to Salem, W. (2001), computer has become the focus of education experts since it
is an integral element in new teaching and learning styles and strategies (12). Using electronic mind
maps enables focusing of main points either theoretically or practically as Buzan, T. (2007) and Mac
Grercy (2009) explain that it is a method to record information and ideas in a visual form that
facilitates information recall as the map is drawn with the topic at the central circle and the major
sub-topics branching out of it followed by the minor details. Mind maps can take the shapes of
flowers, suns or any natural shape; meanwhile, they integrate colors and pictures to help remember
the map (21) (26).
Purpose of the Study:
The present study aims at identifying the effect of electronic mind maps on:
1. The academic achievement of some of the requirements of the international code of rhythmic
gymnastics.
2. The performance level of innovative ribbon routine.
Research Hypotheses:
Using electronic mind maps positively effects on:
1. The academic achievement of some of the requirements of the international code of rhythmic
gymnastics.
2. The performance-e level of innovative ribbonroutine.
Research Procedures:
Research Methodology:
The researcher adopts an experimental design applying a pretest and a posttest on an experimental
group and a control group to meet the nature of the research.
Research Sample:
A purposeful sample was selected from fourth year students at the Faculty of Physical Education for
Girls. The sample included 100 female students to whom the researcher teaches. Basic variables (age
- height - weight) and IQ were consistent among the two groups as follows:
Table (1)
Statistical significance of basic variables and IQ in the pretest
Statistical
significance
Unit of measurement
Variables
Age
Year
Height
Cm
Weight
Kg
IQ
Degree

N = 100

Mean

Standard
Deviation

Coefficient of
skewness

Coefficient of
variation

19.90
162.63
62.10
24.33

0.92
6.09
7.17
4.61

0.21
0.22
0.650.89

4.64
3.75
11.55
18.95

Table (1) illustrates that sample data are normally distributed as the values of the coefficient of
skewness range from (0.65- : 0.89) which are approximately zero.
The sample was divided into two groups: an experimental group and a control group. Equivalence
between the two groups in reference to basic variables and IQ was achieved to enable the researcher
to investigate the effect of the independent variable as indicated in Table (2).
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Table (2)
Statistical significance of basic variables and IQ of the experimental group and the control group in the pretest
Statistical
significance
Variables
Age
Height
Weight
IQ

Unit of measurement
Year
Cm
Kg
Degree

Experimental group
n= 50
X.E
SD
20.13
0.92
163.27
6.42
63.20
8.41
24.60
5.29

Control group
n = 50
X.C
SD
19.67
0.90
162.0
5.90
61.00
5.77
24.07
3.99

X. E - X.
T- value
C
0.47
1.27
2.20
0.53

1.41
0.56
0.84
0.31

at level 0.05 = (2.05)

It can be concluded from Table (2) that there are no statistically significant differences between the
two groups. T-values range from (0.31 : 1.41)which are less than the values in the tables at (0.05) =
(2.05), an indication of the equivalence between the two groups in basic variables and IQ in the
pretest.
Instruments:
The researcher used:
1. An IQ test (attached).
2. An evaluation for the creative routine using ribbon(attached)
3. Computer & data show to present electronic mind maps
4. CD distributed to students (attached)
5. An achievement test (attached)
Application:
The researcher applied the main study on the experimental group in the first semester of the
academic year 2012 - 2013 for 3 months (12 weeks) (2 sessions/week). The duration of each session
was 90 min. divided as follows:
30 min. theoretical input using an electronic mind map
20 min. warming-up &physical preparation
30 min. practical application of the theoretical input
10 min. Stretching &cool down
The electronic mind maps presented included:
Theoretical parts relevant to the International Code of rhythmic gymnastics (championship
programme - judges and their responsibilities - body movements technical groups - jumps and
their penalties - balances and their penalties - pivots and their penalties - flexibilities and their
penalties - technical groups of apparatuses - technical groups for ribbons and their penalties (19)
Practical parts that include the artistic performance of some basic skills using ribbons (Fourth year
curriculum) which enable students to come up with creative routine using computers.
They may also include videos of some jumps, pivots and balance; in addition to, some linking moves
and dancing steps.
The researcher took into consideration the variety of the shapes and colors used in the maps to make
them eye-catchy and easy to remember. Moreover, the researcher used interesting video clips to
attract students' attention and make them interested to come up with creative sets of moves. The

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researcher also made copies of all these resources on CDs which were distributed on students or sent
to them via e-mail. Following are some examples of the mind
Mind Map (1)

Mind Map (2)

After the application of the experiment, the researcher measured the performance level of the skills
of the creative moves using ribbons in the two groups. A committee of expert professors with 15 or
more years of experience was formed; the committee included 4 members and a score was given
through omitting the highest score and the lowest score, then taking an average of the two mid
scores.
In addition, the researcher applied an achievement test on the International Code of rhythmic
gymnastics; the test consisted of 20 MCQ items that corresponded to the questions set by the
International Federation of Gymnastics. The test was reviewed by experts before applying it on the
sample. Students were given marks out of 20 to measure their academic achievement. (attached)

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Statistical Treatment:
The Mean, Standard Deviation, Coefficient of Skewness, Value of Improvement & ETA Test (Effect
Size)
Results:
Table (3)
Statistical significance of achievement and performance of the experimental group and the control group in the
posttest
Statistical
significance
variables
Achievement
Performance level of
innovative routine

Unit of
measurement
Mark
Mark

Experimental group
n= 50
X.E
SD
17.67
1.18
7.93

0.70

Control group
n = 50
X.C
SD
12.20
1.37
5.27

0.46

X. E - X.
T- value
C

Rate of
change %

5.47

11.71

0.45

2.67

12.30

0.51

*at 0.05 = (2.05)

Table (3) indicates the significant differences between the achievement and the performance of the
experimental group and the control at level (0.05. T value = (12.30 , 11.71) ,respectively which are
greater than the T values in the tables at (0.05).
Figure (1)
Rates of change of the achievement and the performance of the set of creative moves for the experimental group and
the control group

Table (4)
Statistical differences of the programme effect size between the experimental group and the control group in
achievement and the level of performance of the set of creative moves in the posttest
Statistical
significance
Variables
Achievement
performance level of the
creative routine

Unit of measurement

T-value

ETA 2

Cohen's Effect size

Mark

11.71

0.92

4.28

Mark

12.30

0.93

4.49

Significance of effect size:0.2: low 0.5: medium

0.8: high

Table (4) indicates that the values of the effect size of the educational programme (the independent
variable) on achievement and the performance level are high as they are greater than 0.8.

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Discussion of Results:
Table (3), which presents the statistical significance of the achievement and the performance level of
the set of creative moves of the experimental group and the control group, indicates that there are
statistically significant differences in favor of the experimental group. These differences, according
to the researcher, are the result of using electronic mind maps. Hence, the researcher agrees with
Buzan, T. (2002) that mind mapping facilitates memorization through the use of pens and papers to
draw an outline to come up with new creative ideas, meanwhile, saves time and efforts and enables
fast recovery of information even under much stress (25). In addition, Aziz, M. (2002) mentions that
the success of the educational process with all its aspects depends to a great extent on the
effectiveness of the teaching styles applied; consequently, effective teaching is a corner stone to
achieve the aims of the educational process (10).
The researcher believes that integrating technology and modern teaching styles are essential to
improve the academic and practical level of students through using computer assisted mind maps that
facilitate the learning process of physical skills and shorten the educational process.
According Nancy M. & Nusa Mall (2001), mind mapping with the various colors and shapes it offers
is more effective than traditional teaching methods that depend on a fixed colour and shape in
writing down ideas (23).
Furthermore, Nats, J. (2006) used mind mapping to give creative minds the opportunity to generate
clear ideas to increase their creativity; he also states that the ability to create visual images and to
organize ideas enables focusing on major topics which in turn results in creativity at work (20).
Both Buzan, T. (2007) and Richardson, R. (2008) agree that the characteristics of mind mapping
include focusing on major concepts that are more general and comprehensive at the center of the
map. Branching out of these major central concepts are the more specific and less comprehensive
details which make learning easy, consistent and comprehensive. Additionally, the selection of
colors and images makes the eye and the brain naturally engaged and focused (26) (24).
Buzan, T. (2011) adds that mind mapping represents a revolution against traditional teaching
methods since it grants high results regardless of the difficulty of the subjects or the educational/
performance level of the student since it improves comprehension and enables the memorization and
recall of information (29).
Rustter, F. (2012) also stresses that mind mapping is a well-known teaching method that can be
applied in several diverse situations since it enables students to understand complicated subjects and
organize their own notes. Additionally, it has proved successful in improving the memory and
increasing innovation (17).
Table (4), which compares the statistical significance of the effect size of the programme on the
achievement and the performance level of the set of creative moves of the experimental group and
the control group in the posttest, indicates that there are statistically significant differences in favor
of the experimental group which the researcher believes to be the effect of using electronic mind
mapping since new teaching aids have great benefits in rhythmic gymnastics. In fact, they increase
motivation to learn, facilitate the educational process and contribute to the acquisition of physical
skills which stimulate students to learn and develop their abilities to imagine and create.
Elbahar, Y. and Tantawy, S. (2004) mention that rhythmic gymnastics aims at developing the
physical and creative abilities in addition to shaping the psychological and mental characteristics that
meet performance requirements (13).

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Sport activities generally help to develop creative abilities which allow the fast recall of the previous
experience of the student. Moreover, these creative abilities are based on the student's previous
knowledge, information, skills and physical experience gained from teaching.
In the same way, Elhagrasy, S. (2004), Khatab, A. et al (2006) and Ibrahim, F. (2007) add that
rhythmic gymnastics aims at unifying the mind, the soul and the body. Furthermore, it follows
scientific rules and principles to shape and build the body and develop its different abilities to carry
out physical and creative performance aims. (3) (4) (7)
The researcher also agrees with Elsay'e, M. (2001) and Buzan, T. (2009) that the teacher must vary
the teaching strategies used to select the appropriate teaching strategy according to the physical
activity being learned, the nature of the students, the conditions of the learning environment provided
that the method selected helps reduce boredom during students' performance (11) (26).
Nancy & Christine (2005) and Sibbet, D. (2010) point that using visual stimulus during lectures
recharges abilities and breaks the limits of traditional thinking that does not provide opportunities for
interaction. However, computer assisted mind mapping improves visual thinking which in turn
enriches information and develops creativity (22) (16).
Elerabie (2001) and Wooly, J. (2002) stress that some of the important applications of mind maps
include planning and summarizing the curriculum, improving memorizing and recalling information,
adopting flexible thinking and developing thinking and learning (1) (31).
Hence, the researcher believes that progress in sport technology leads to the development and
innovation of new educational styles that quicken the process of learning new skills which are
difficult to learn traditionally.
Important conclusions:
Using electronic mind mapping has a positive effect on the academic achievement of some of the
requirements of the International Code of Rhythmic Gymnastics.
Using electronic mind mapping has a positive effect on the level of performance of the set of
creative moves using ribbons.
Important recommendations:
The researcher recommendsthe use of electronic mind mapping due to its effectiveness on improving
academic achievement and the performance level of the creative routine using ribbons.
the use of electronic mind mapping in other subjects and for other age groups.
encouraging staff members to further integrate technology in teaching.
encouraging students to make up their own mind maps according to their mental abilities.
Arabic References:
1. Elarabie, Basema Mohamed: Using Concept Maps in Teaching, published study, the Journal of
HR Development, Ministry of Education, Oman, 2001
2. Ibrahim, RandaFathy: The Effect of Brainstorming on Academic Achievement and Its Effect on
the Speed of Learning Some Basic Skills in Water Polo, unpublished MA thesis, Faculty of Physical
Education for Girl, Zagazig University, 2009

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3. Elhagrasy, Samia Ahmed: Rhythmic Exercise and Rhythmic Gymnastics. Elgad Publishing
House, Cairo, 2004
4. Khatab, Atyat Mohamed, &others: Basics of Exercise and Rhythmic Exercise, Elketab publishing
center, Cairo, 2006
5. Farag, Enayat&Elbatal, Faten: Rhythmic Exercise and Rhythmic Gymnastics and Athletic
Parades, Dar ElfikrElaraby, 1st ed., Cairo, 2004
6. Labib, Enayat& Othman, Preksan: Exercise and Rhythmic Gymnastics, Elhussieny Publishing
House, Cairo, 2001
7. Ibrahim, Fathy Ahmed: Basics and Scientific Principles for Physical Exercise and Athletic
Parades, Dar Elwafaa, Alexandria, 2007
8. Sham'on, Mohamed Elaraby& Ismail, Magda Mohamed The Player and Mental Training, Elketab
Publishing Center, Cairo, 2001
9. Alawy, Mohamed Hassan: Athletic Exercise, ed. 13, DarElFikerElaraby, 1994
10. Ibrahim, Magdy Aziz: Effective Teaching, Anglo-Egyptian, Cairo, 2002
11. El-say'e, Mostafa Mohamed: New Trends in Teaching Physical Education, Elesh'aa Publishing
House, Alexandria, 2002
12. Salem, Wafika Moustafa: The Technology of Learning and Education in Physical Education,
Alexandria, 2001
13. Elbahar, Ysmine&Tantawy, Suzan: The Coaching Principles of Rhythmic Gymnastics, Faculty
of Physical Education, Alexandria, 2004.
English References:
14. Brian Jhoncon: How I mind map http www.philosophers Note.com 2009
15. Dan Roan: Solving problem sand selling with pictures fromAmazon.com 2009.
16. David Sibbels: Visual meeting :how graphics , stick notes and ideas mapping can transform
group productivity , amazon.com UK 2010
17. Florian Rustter: Mind mapping for dummies ,published by dummies 2nd .edd2012
18. Gidean Wking: What is mind mapping http:www.novamind.com
19. International Gym. Federation: Code of points 2009 - 2012
20. Jamie Nats: Idea mapping: how to access your hidden brain power ,learn faster ,remember more
and achieve success in business , weily public 2006
21. Mac Grercy: How to make a mind map .the Basics WWW.mac grery.com.2009
22. Nancy Margulies ,Christine: Visual thinking ,tools for mapping your ideas published by crown
house , 2005
23. Nancy Margulies , Nusa Mall: Mapping inner space :learning and teaching visual mapping
published by crown 2nd ed.2001
24. Rayan Richard &oth.: Automatic creation and translation of concepts maps computer sciencerelated these and dissertation. CMC 2006

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25. Tony Buzan: How to mind map: the thinking tools that will change your life ,published by
Thorsons 1st edd.2002
26. --------------------: Study skills (guide to smart learning) published by Gatore park Ltd,1st
edd.2007
27. Tony Buzan: The memory book :how to remember anything you want BBC publisher 1st
edd.2009
28. --------------------: Use your head : how to unleash the power of your mind BBC publisher 1st
ed.2010
29. --------------------: Buzan's study skills: mind maps memory ,techniques ,speed reading and more ,
BBC publisher 1st edd.2011
30. Tony Buzan& Barry Buzan: Mind Map Book: radiant thinking-major evaluation in human
thought, published by BBC Active 3rd edd.2003
31. --------------------: The mind map book :by BBC Active publisher 2006
32. Wooley J: The use of concept maps in teaching - learning process available at
www.fed.whk.edu.hk 2002.

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The Impact of a Cognitive Program Using Mobile Phone as an External Feed

Back at the Cognitive Achievement Level and Skills Performance for Basketball
Amr Abdellah Abdel-Kader Hassan 1
1

Lecturer, Faculty of Physical Education, Damietta University, Egypt.

Abstract
The research aims to design a cognitive program using mobile phone as an external feedback, and to
recognize its impact on both of the level of cognitive attainment and skill performance of basketball
specified for the second grade students, Faculty of Physical Education, University of Damietta. The
researcher followed the experimental method using the design of pre- post measurement for two
groups, one experimental and the other control. The experimental group sample has been selected by
intentional method, and composed of 13 students, have modern mobile phone sets, and the control
group sample was selected randomly, and composed of 13 students. The cognitive program has been
implemented, using mobile phone as an external feedback on experimental group in the period from
30/09 to 02/12/2012, that is over 10 weeks, where the researcher used typing on the mobile phone
keyboard to prepare the text messages, and the basic skill pictures have been obtained through
International Information Network for the preparation of MMS and the preparation of video clips on
You Tube Basketball Skills Site, and study findings resulted in that there are statistically significant
differences between the pre and post measurements in favor of post measurement in the level of
cognitive achievement and skill performance of basketball for the two research groups
(experimental- control) and the presence of statistically significant differences between the
experimental and control groups in favor to the experimental group in the level of cognitive
achievement and skill performance of basketball. The researcher recommends the conduct of a
similar study to using mobile phone as an external feedback to learn the defense skills in basketball
and to design cognitive and instructional programs using mobile phone as a modern instructional
technique to learn various sports activities, as well as to the inclusion of mobile phone as a
messaging technology in the process of teaching and learning.
Keywords:
External Feed Back : Refers to information that the teacher, or any other means provide the learner
with, as a sign of the wrong, or unnecessary response, that should be avoided or modified.
Mobile Learning : The use of mobile wireless digital tools within the environments and contexts for
learning educational designed.
Introduction

ducation Technology witness a number of developments, changes and events that have helped to
develop and create alternative and non-traditional educational systems that contribute to the
development of creative innovative solutions to the problems of education that positively contribute
to raise its efficiency, and increase its effectiveness and reduction of its costs in a manner
commensurate with the nature of the era (Reda Abdo 2000459).
The principle of instruction anywhere, at any time has been recently and strongly achieved, with the
advent of mobile education, as through technology of wireless networks can provide significant

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educational opportunities for individuals who do not have the potential of E-Learning or individuals
constantly mobile or who are desirous in distant learning (Mohamed Hamami 20061).
Among the most significant characteristics of mobile learning that it takes the learning process away
from any establish ed point, breaking all boundaries of time and space, in respect to the desire of the
learner to interact with the parties to the educational community without having to sit in certain
places and certain times in front of computer screens, which gave more freedom in the process of
learning to take place inside and outside the walls of educational institutions in addition to the full
participation and cooperation between the students and each other, and their teachers, regardless of
geographical spacing (Hisham Arafat201016).
Mona Reda (201017) points out to the effective use of mobile devices in the educational process,
where it is significantly associated with distance learning, and e-learning, and focuses on the use of
the technology available to wireless communication devices to communicate information outside the
walls of the educational institution.
The mobile phone is one of the most important devices through which the mobile education may be
provided, it is even the most common and widely used, and it is no longer mobile phone handsets
just a means of voice communication, but became a strong contender for computers, as all what is
available in the later now drastically available at the smart phones, beside the light weight and
flexible dealing therewith at any time and low cost and easy to communicate with who you ever
desire to by all means, and even it is possible to take pictures and video clips and store the
information you want, as well as to deal with all websites.
The researcher believes that the effectiveness of the teaching process does not depend on the practice
only, but on choosing the most appropriate means of communication between the teacher and the
learner, to provide feedback not only within the educational unit, but after its completion, to ensure
to promote the level of discernment and perception, and remembrance to adjust or to install the skills
performance, beside the development of the cognitive aspect.
Selection of the right means of communication between the teacher and the learner plays an
important role in the speed and mastering of the performance of the skills required to learn, as the
appropriate means helps to facilitate the learning process, through finding clearer images of the
skills, so the practice alone do not create the best always, where it is not a sufficient condition for
learning and performance in motor skills, where studies have shown that a little or no learning at all
may occur without feedback, or cognitive by performance or cognitive by results (Ramzeya Ghareeb
,1995 ,11).
Through the previous display, the researcher selects mobile phone as an external means of
communication with the student, and as a dialogic language he so well understands well, to provide
student with informative messages about what has been learned in previous lectures, and another
with an illustrated message to determine the technical points of the skill beside exchanging video
clips to illustrate the motor sequence of the skill. The researcher may now summarize the problem
research in being a scientific attempt oriented to the impact of mobile phone use as an external
feedback on the level of cognitive achievement and skills performance of basketball.
Research objectives
The research aims to design a cognitive program using a mobile phone as an external feedback and
identify its impact on both the level of cognitive achievement and skills performance of basketball
set for the second grade students of the Faculty of Physical Education- Damietta University.

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Research Hypotheses
1. There are statistically significant differences between pre and post measurements in the level of
cognitive achievement and skills performance of basketball for the experimental group.
2. There are statistically significant differences between pre and post measurements in favor for the
post measurement in the level of cognitive achievement and skills performance of basketball for the
control group.
3. There are statistically significant differences between the experimental and control group in favor
for the experimental group in the attainment of cognitive and skills performance of basketball.
Research Terminology
External Feed Back: Refers to information that the teacher, or any other means provide the learner
with, as a sign of the wrong, or unnecessary response, that should be avoided or modified (Adel
Fadel,2006,3) .
Mobile Learning: The use of mobile wireless digital tools within the environments and contexts for
learning educational designed ( Cochrane & Flitta ,2009,3457).
Mobile Phone, procedural definition:A wireless device carried by a person,
certain code.

works according to a

Short Message Service (SMS): Messages written through the mobile phone keyboard and sent via its
networks, so that a message does not exceed 160 characters (Prensky, Clive, 2008,3).
Multi Message Service (MMS): Sending and receipt of multimedia messages that allow the exchange
of color images ,animation ,and video clips as well as text messages ,but with a content greater than
SMS (Gamal El Dahshan, Magdi Younis 2009,18).
Bluetooth Service: Is a process of communication between different devices to transfer data and files
without wires (Prensky, Clive, 2008,5).
Previous studies
The researcher knowledge, there was no the same applied research similar previous applied studies.
Research procedures
First: Research methodology
The researcher adopted the experimental method using pre/post measurement design for two groups,
one experimental and the other control group.
Second: Research sample
The research community was selected from the Second grade students, Faculty of Physical
Education, University of Damietta for the academic year 2012/2013, where the experimental group
sample was selected by the intentional method, composed of 17 students who own Mobile Phones
(Attachment 1), with excluding four students whose mobile devices did not include the Bluetooth
Service technology (file transfer), or operating video clips, or receiving Multi Message Services
(MMS), and a control group had been selected at random method, composed of 13 students, and the

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cognitive program has been applied using the mobile phone as an external feedback on the
experimental group.
Third: Sample homogeneity
The researcher has made sure of the two samples (experimental and control) homogeneity in body,
physical, cognitive and skill variables, through the creation of torsion coefficient as shown in Table
(1)
Table (1)
Body, physical, cognitive and skill characteristics, of the research samples (experimental control) N1= N2=13

Standard
deviation

median

Standard
deviation

sec
4.72
sec
6.48
Cognitive variable
degree
28.8
Skill variables
sec
13.8
sec
10.3

Mean

34.7

Torsion
coefficient

Dribble speed
Passing speed
Shooting from
under the basket
Free throw
Ly up shoot

degree

median

Cognitive test

Body variables
month
224.3
Cm
174.5
kg
76.68
Physical variables
cm
211
cm
5.61

Control group

Standard
deviation

Muscular ability
flexibility
Muscular
endurance
Speed
Agility

Mean

Age
Height
weight

Measurement Unit

VARIABLES

Experimental group

3.52
8.32
18.8

225
172
72

0.650.9
0.74

225
178
74.8

3.68
4.25
5.42

226
178
74.5

0.40.280.166

17.8
4.3

210
7

0.2
0.97-

212
4.9

15.2
4.6

210
7

0.453
1.37-

6.53

35

0.13-

32.4

4.57

37

1.06-

0.46
0.51

4.55
6.46

1.1
0.11

4.73
6.74

0.4
0.5

4.7
6.7

0.22
0

6.63

28

0.45

29.4

5.85

31

-0.74

2.5
1.67

14
9.5

-0.15
1.47

14.2
11.8

2.89
1.97

14.6
11.5

-0.4
0.45

sec

6.1

7.11

-1.01

5.4

2.1

-1.97

degree
degree

2.48
4

1.35
1.9

3
5

-1.15
-1.59

2
3.75

1.6
1.4

3
4

-1.87
-0.54

It is clear from Table 1 that the values of torsion coefficients are confined between +3, -3 suggesting
a moderate distribution of both, experimental and control samples.
Fourth: Equality of the two groups (experimental and control)
It has been confirmed the equality of the experimental and control groups in terms of body, physical,
cognitive and skill variables, as shown in table (2).

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Table (2)
Equality between the experimental and control groups in body, physical, cognitive and skill variables N1=N2= 13

degree

Dribble speed
Passing speed
Shooting from under
the basket
Free throw
Ly up shoot

sec
sec

Level of significance

Cognitive test

T VALUE

cm
cm
degree
sec
sec

Body variables
224.3
3.52
225
174.5
8.32
178
76.68
18.8
74.8
Physical variables
211
17.8
212
5.61
4.3
4.9
34.7
6.53
32.4
4.72
0.46
4.73
6.48
0.51
6.74
Cognitive variable
28.8
5.85
29.37
Skill variables
13.8
2.5
14.2
10.3
1.67
11.8

0.91
1.55
0.3

Insignificant
Insignificant
Insignificant

15.2
4.6
4.57
0.4
0.5

0.19
0.46
1.04
0.06
1.41

Insignificant
Insignificant
Insignificant
Insignificant
Insignificant

6.6

0.68

Insignificant

2.89
1.97

0.71
1.41

Insignificant
Insignificant

Standard
deviation

Muscular ability
Resilience
Muscular endurance
Speed
Agility

3.68
4.25
5.42

Control group

Mean

month
Cm
kg

Standard
deviation

Measurement Unit

Age
Height
Weight

Mean

VARIABLES

Experimental
group

sec

6.1

5.4

2.1

1.51

Insignificant

degree
degree

2.48
4

1.35
1.9

2
3.75

1.6
1.4

1.3
0.67

Insignificant
Insignificant

Tabular value of "T" 1.711 at level (0,05)

It is clear from Table 2 that the value of "T" calculated is less than the value of "v" tabular in all
body, physical, cognitive and skill variables, at the level of significance 0.5, indicating equality of
the research experimental and control groups in the body, physical, cognitive and skill variables.
Fifth: Research tools:
1. Devices & tools:
The researcher used the following tools and devices after confirming its validity of measurement,
namely:

Student Affairs records: to extract the chronological age of the student.

Medical scale: to measure the weight in kilograms.
Height measure: for measuring height in centimeters.
Stopwatch to measure the time
Measurement tape: (to measure distance).
Modern mobile phone: to communicate with the experimental group.
Computer: to use Real Player Trimmer program to split the video tape into clips.
Plastic cones. - Legal basketball playground - Legal basketball balls

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2. Tests
Physical tests:
The researcher acquainted himself with the scientific references and previous studies in order to
determine the physical abilities most associated with basketball attacking skills subject of research,
and physical tests were unanimously by most research and scientific references ((Mohamed Abdel
Dayem & Mohamed Sobhi, ,1994), (Mohamed Allawy & Mohamed Radwan, 1994), (Mostafa
Kamel ,1990), (Imad Sayed, 2002) were selected as follows:

Bending the trunk from standing position (to measure flexibility).

Broad Jump from stability position (to measure the muscular ability).
Bending the trunk from lying down position, for 60 seconds (to measure muscular endurance).
30 yards running (to measure transitional speed).
Zigzag running for measuring agility. (Attachment 2)

Skill tests:
Basketball attacking skill tests subject of research agreed upon by most research and scientific
references (Mohamed Abdel Dayem & Mohamed Sobhi, 1994), (Fatima Fulayfel, 1999),
(Ghayasuddin Mansour, 2001), Ihab Mostafa (1990) have been selected, including the following:

Dribbling speed
Passing speed
Shooting from under the basket
free throw shooting
Ly up shooting. (Attachment 3)

Scientific coefficients of tests:

Scientific coefficients have been set up from the validity and reliability of the tests used on a random
sample outside the research sample, consisted of (20) students, so that it may be applied to the main
research sample, coefficient of validity has been calculated for the physical and skill tests using
Terminal Comparison Validity (Top three and lower three in a descending order) using T test, and
the results revealed the presence of statistically significant differences at the level of significance
(0.05) between the Top three and lower three in a descending order for the physical and skill tests in
favor of Top three in a descending order. Test re Test method was applied to calculate the coefficient
of reliability of physical and skill tests, and the results revealed that all correlation coefficients
calculated are larger than tabular correlation coefficients at level (0.05) (Attachment 4)
Cognitive test
The researcher has designed a cognitive test to measure the level of cognitive achievement by the
members of the research sample, and has been shown to some experts in the field of basketball
(Attachment 5) to see how its relevance is and determine its appropriateness, and modifications have
been made in consistence with the basketball methodology specified for the Second grade students,
Faculty of Physical Education, and the coefficient of ease and difficulty and the coefficient of
discrimination of cognitive test components have been determined, by conducting a pilot study on a
similar sample outside of the main sample, where coefficient of ease ranged between (48, 69), and
the coefficient of difficulty between (31, 59) and coefficient of discrimination ranged between ( 214,
25). To conduct scientific coefficients for cognitive testing, and the researcher used the validity of
differentiation to calculate the coefficient of validity for cognitive testing, and the application of

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midterm splitting method between odd phrases and even phrases to calculate the coefficient of
stability of cognitive test. (Attachment 6)
Sixth: Design of the proposed cognitive program using mobile phone
A cognitive program is designed using mobile phone, according to the following steps:
The program goal:
The proposed cognitive program, using some mobile phone applications as an external feedback,
aims to improve the cognitive level and skill performance of basketball.
The program aims:
To get acquainted with the information and cognitive of the offensive skills in basketball subject
of research.
To get acquainted with the information of the history and law of basketball.
To acquire the student the ability to identify errors and how to work on establishing them.
To learns the student the motor sequence to perform the skills subject to research.
To acquire the student the ability to make judgments on the skill performance soundness.
To acquire the student the self confidence and self reliance in obtaining information.
To increase student motivation to participate in the use mobile phone as a good new technology in
the educational process.
Program development principles

The content of the program to be appropriate with its objectives.

The program to be characterized with simplicity, easiness and to be clear of complexity.
The cognitive program integration with the curriculum.
The program to raise students' attention of the subject of learning via mobile phone.
Taking into account the individual differences of students' response during the application of the
program.
The appropriateness of the program flow of information in accordance with the expected response
of skill performance of the students.
Taking into account to provide feedback in a simple and accurate way to correct or establish the
performance.
To provide enhancement and praise for the effort exerted in correcting performance.
Taking into account the proper time to provide feedback according to the importance of correcting
common errors of skill performance.

Program information sources

Identify the basic skills of basketball
Basic skills were identified for basketball, according to the content of the curriculum for the
second grade, and according to what experts agreed upon,(Attachment 5) on the proposed themes
of the cognitive test (Attachment 6).
Analysis of the basic skills to reach the technical points of each skill, and to clarify the similarity
of some phases of the skill performance, such as follow-up with hands after passing of all kinds
(Attachment 7).
The international information network (Internet).

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Program setting
- Setting of text messages: text messages were prepared by typing on the phone's keypad, as it has
been taken into account in drafting of text messages to be easy to understand, phrases are specific
and simple, the use of meaningful phrases, and the use of more than one approach to provide
feedback.
- MMS setting: Basic skill images were obtained through the information network, Movie Maker
program has been used to split the video clip into pictures, using the phone keypad to add a
comment on the picture or a question about the content of the picture.
- Video clip setting: It has been obtained by copying some video clips from the site, You Tube
Basketball Skills, and the part required of each section was identified using Real Player Trimmer
program.
Time distribution of the cognitive program
The temporal distribution of the cognitive program was in accordance with the content of the study
curriculum of the basketball subject specified for second grade ,as shown in table (3).
Table (3)
Time table for cognitive program according to basketball syllabus of second year
Weeks

First

Second

Third

Attacking
skills

SMS

1. Catching
& receiving
ball.
2. ready
position

1.Jims Sims is the one who create

the basketball in USA.
2.don't forget that any skills
started from the ready position

Dribbling

1. There is low dribbling for

protection & high dribbling to
transfer from defense to attack
rapidly.
2. The length of basketball court is
28m , width is 15m & height of
basket is 3.05

Dribbling &
changing
direction

MMS

Bluetooth Video
clips

Abduct between thumb &fore

finger then elevate the ball by
your rest of hand

Video of high &

low dribbling
(37)
Look in front of you during
dribbling
Video explain the
way of changing
direction with or
without
defender(37)

1.Remember that dribble by the

farthest hand from the defender.
2.The dribbling is considered the
most usable skill in basketball
1.protect the ball by the free hand

Forth

Dribbling &
stopping

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11. Stopping skills contains three

types by feet, right to left & left to
right
2. The attack time in basketball is
24 seconds.

If the defender draw near use the

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1.Passing &
receiving
Fifth

2. pivoting

Video 3
Illustrate how to
perform counter
passing , chest &
above head(35)

1.Using front pivoting when

passing & back pivoting when
receiving ball.
Mention types of skills and its
technical points

sixth

seventh

Mix dribbling
& passing
skills

set shooting

1. There are two method to

transfer from defense to attack ;
dribbling & passing
2. the player lost ball if he don't
passing , shooting or dribble
within 5 seconds.

Straighten your hands & progress

by one foot to absorb the ball
power in receiving

1.The end of attacking trial must

be ended by throw shooting in
contender basket.
2. Throw shooting is directing ball
not elevating it.
Keep the upright angle between
your palm, forearm and humerus.

eighth

Free throw
shot

-The only skill that performed

without defender is the free
throw shot.
- the number of basket ball courts
is three

Video (5)
Illustrate the
technical points
in perform Free
throw shot(36)
Follow after shot.

Ninth

Ly up shot

1- try when you walk to lie up

shot steps (right north above) and
contrary to shot by your left hand.
2- try to do the lie up shot from
left side by your left hand.

Video (5)
Illustrate the
Motor sequence
to Lie up shot by
slow motion(33)
Jump to the top not forward

Tenth

Mix
dribbling&
passing from
ly up
shooting

1-The Number of basketball

quarters is 4 in each quarter time
10 minutes.
2-Take a foot step when receiving
the ball to avoid a contravention
of walking with ball

Catch the ball at the first step from

lie up shooting

Video (6)
Illustrate the
mixing
dribbling&
passing from lie
up shooting(34)

Pilot study of the experimental group

To make sure of the experimental group understanding and assimilating of the purpose of the
cognitive program, and the extent of its benefit, and how to communicate between the researcher and
students, and the group has demonstrated great understanding to the use of mobile phone.
Registering the student names by cell phones numbers, as they have been divided into three small
sub-groups, where the first was for the university hostel students, the second for the rural region

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students, and the third was for the mates group, who are bound together through old friendships, for
ease of communication between each group to review the text and illustrated messages, and what has
been transferred of video clips via Bluetooth feature, in case a student was absent or due to poor
network coverage.
To ensure the soundness of all mobile phone devices by the experimental group students, in
exchange of written and illustrated messages and video clips through Bluetooth feature.
To identify a specific time for meeting after basketball lecture, to confirm the arrival of text and
picture messages and to discuss what was asked from the experimental group students via messages
of technical points, or to identify common mistakes, as well as to answer some questions about the
articles of the law, and transfer of recent video clips via Bluetooth feature.
Conduct of basic study:
Pre measurement:
Pre measurements were made for the experimental and control groups on the cognitive and skill tests
in basketball in the period from 24/9 to 26/09/2012.
Application of the experiment:
The researcher has applied the cognitive program using mobile phone as a feedback on the
experimental group in the period from 30/9 to 2/12/2012, that is over 10 weeks, insomuch as one
lecture per week.
Post measurement:
Researcher conducted post measurements of the cognitive and skill tests for experimental and control
groups in 09/12/2012 to 11/12/2012.
Statistical analysis
- Arithmetic mean
- median
- torsion coefficient
- correlation coefficient.
- standard deviation
-T-test

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Presentation and discussion of the results:
Result presentation:
Table (4)
Significance of the differences between pre and post measurements for the Experimental group in the cognitive and
skills variables (N= 13)
Measurement Unit

Cognitive test

degree

Dribble speed
Passing speed
Shooting from under
the basket
Free throw
Ly up shoot

sec
sec

Cognitive variable
28.8
6,63
43.4
Skill variables
13.8
2.5
11.3
10.3
1.67
8.39

sec

6.1

degree
degree

2.48
4

1.35
1.9

Standard
deviation

Mean

Standard
deviation

Mean

T VALUE

post
measurement

Level of significance

VARIABLES

Pre measurement

5.21

21

Significant

1.66
0.59

6.2
6.4

Significant
Significant

10

7.9

Significant

3.69
6.32

1.18
3.2

3.78
5.15

Significant
Significant

The tabular value of "T" 1,708 at level (0, 05)

It is clear from table (4) the presence of statistically significant differences between the pre and post
measurements in cognitive and skill variables in favor of the post measurement of the experimental
group.
Table (5)
Significance of the differences between pre and post measurements for the Control group in the cognitive and skill
variables N = 13

degree

Dribble speed
Passing speed
Shooting from
under the basket
Free throw
Ly up shoot

sec
sec

Cognitive variable
5.85
39.7
Skill variables
14.2
2.89
12.9
11.8
1.97
9.68

sec

5.4

2.1

degree
degree

2
3.75

1.6
1.4

Standard
deviation

Mean

Standard
deviation

Mean
29.4

Level of significance

Measurement Unit

Cognitive test

post
measurement

T VALUE

VARIABLES

Pre
measurement

4.32

16.21

Significant

0.92
1.04

3.35
6.33

Significant
Significant

6.15

1.52

1.97

Significant

2.53
5.91

1.58
2.87

3.21
5.26

Significant
Significant

The tabular value of "T" 1,708 when the level of (0, 05)

It is clear from Table (5) the presence of statistically significant differences between pre and post
measurements of the cognitive and skill variables in favor of the post measurement of the control
group.

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Table (6)
Significant differences between the two measurements Badaan of the experimental and control groups
In the cognitive and skills variables N1= N2= 13
Level of significance

T VALUE

sec
sec

Cognitive variable
5.21
39.7
Skill variables
11.33
1.66
12.9
8.39
0.59
9.68
43.4

Standard
deviation

Dribble speed
Passing speed
Shooting from
under the basket
Free throw
Ly up shoot

Control group

Mean

degree

Standard
deviation

Measurement Unit

Cognitive test

Mean

VARIABLES

Experimental
group

4.32

5.87

significant

0.92
1.04

2.83
3.36

significant
significant

sec

10

6.25

1.52

3.98

significant

degree
degree

3.69
6.32

1.18
3.2

2.53
5.91

1.58
2.87

2.13
0.636

significant
Insignificant

The tabular value of "T" 1.711 at (0, 05)

It is clear from Table (6) the presence of statistically significant differences between the
experimental and control groups of cognitive and skill variables in favor of the experimental group
except for the lie up shoot variable.
Discussion
It is clear from table (4) the presence of statistically significant differences between pre and post
measurement in favor of the post measurement of the experimental group in cognitive and skill
variables.
Researcher sees this result is due to the fact that using technological learning media in learning lead
to increased student assimilation of motor skill components, besides, working on fine tuning the
skills, display and clarify parts of the body during skill performance and to focus on the important
parts in skill performance.
This goes in line with what Abdel Hamid Sharaf (2000 ,123) referred to, that is that the hightechnology learning media work on providing learners with feedback useful in improving teaching
and learning processes that lead to optimal performance.
This is confirmed by Mustafa Abdel Samie (1999,79) that the high-technology learning media work
on providing learners with feedback useful in improving learning processes, and can deliver
information better and faster to the learner and help them to establish educational experiences, and
at the same time increase the effectiveness of the educational process and make it more interesting
and thus achieve educational goal.
This is consistent with the study of both of Fatima Fulayfel (2001), and El Nabawy Abdel Khaliq
(2001) , which confirmed the use of more than one medium (such as still and animation imageswritten text- video clips) helps students to understand motor skills and technical and educational
points, and work to establish
The researcher attributes this result to the effectiveness of the cognitive program, using mobile phone
as it provided the student with new approaches to the acquisition of information individually, and in
self-reliance in the extraction of knowledge, by providing external feedback in different ways,

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whether by text or illustrated messages or video clips to install the correct performance of the skill,
or treatment of skill error which lead in the last lecture to dividing the skills into small parts to
identify skill performance problem and focus on the technical points that require amendment in
orderly manner and link them to the correct information of performance via written and illustrated
messages and video clips, which helps the student to focus attention, understand and easily learn
each part. Mohamed Saad Zaghloul et al (1992,22) confirm that dividing the educational position
leads to increase the chances of success and minimize the wrong response, leading to avoid learner
negatives and increasing their participation in the acquisition of positive experience .
Thus the validity of first hypothesis which states "there are statistically significant differences
between pre and post measurements in favor for post measurement in the level of cognitive
achievement and skill performance of basketball for the experimental group" is verified.
It is clear from Table (5) the presence of statistically significant differences between the pre and post
measurements in favor to post measurement of the control group in the cognitive and skill variables,
and the researcher attribute this result to the effectiveness of the traditional method, represented in
explanation and the model, and giving the correct idea about how to perform skill through a model
performance by the researcher with the provision of direct feedback as well as correcting common
mistakes while giving the opportunity to repeat skill performance for the student to establish
performance, which allows the student the opportunity to proper learning.
This is consistent with the study of Eva (2000) and the study of Mohamed Saad Zaghloul and Hani
Said (2003) and the study of Sally Abdel Latif (2005), that their findings have confirmed that the
traditional method, which relies on verbal explanation and practical model has a positive impact on
cognitive achievement and skill performance.
The researcher attributes this result to the resemblance of both experimental and control groups in
the educational environment, the time period and the learner's acquaintance with the content of motor
skill performance, that helps to form a clear picture of the skill which gives the student a deal of
knowledge and apparent assimilation of the proper performance of the skill, and focus on the legal
articles that control the performance of the skill, thus, the researcher stresses that progress in the
performance of the skill and cognitive acquisition is due to the repetition of performance soundly,
while giving the correct information on the skill.
Thus the authenticity of the second hypothesis, stating that "There are statistically significant
differences between pre and post measurement in favor to post measurement at the level of cognitive
achievement and skill performance of basketball for the control group," may be verified.
Table (6) results have shown that there are statistically significant differences between the average
post measurements for the experimental and control groups in favor to the experimental group that
used the cognitive program with mobile phone as an external feedback at the level of cognitive
achievement and skill performance of basketball, while there were no significant differences in the
lie up shoot variable, as researcher sees that the absence of statistically significant differences
between the experimental and control groups in a lie up shoot variable is attributed to the assembled
nature of the shoot, (multi-stage), that needs a lot of repetition of skill to establish performance, as
well as the nature of the test, which requires a great deal of compatibility to integrate the skill of
dribbling with lie up shoot.
The researcher attributes the presence of statistically significant differences between the
experimental and control groups in favor to the experimental group, to the effectiveness of the
cognitive program using mobile phone as an external feedback, and used more than one intermediate
through the mobile phone, that helped students to assimilate motor skill, memorize technical points
and identify the strengths and weaknesses of skill performance and motor sequencing of the skill by

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watching video clips allowing students a great opportunity to assimilate the successive stages of
skill.
Mohammed Allawi (1997,57) notes that it might not be feasible for the student to have a chance to
assimilate adequate vision because the skill passes through rapidly and does not leave but just some
faint impressions leading to the student acquiring wrong performance of motor skills.
The learner acquaintance with the content of motor skill performance that help him to form a clear
picture of the skill, which gives the student a deal of knowledge and apparent assimilation of the
proper performance of the skill, is what made possible through cognitive program that has helped
create a lot of mental capacity, such as criticism, analysis and comparison between the performance
of a skill and the other, and how to use them during different and varied situations and composition
and the law that controls their performance in the playground.
Crawford (2007,2) confirms that the employment of mobile education technology in the educational
process increases efficiency and allows for both teachers and students to accentuate their creativity .
The researcher believes that the use of mobile phone in the educational process increases the various
experiences of the learner, and contribute positively to the self-reliance in access to information, and
that it is of concern and caring of the subject teacher, not only within the educational unit only, but
outside it as well, for his participation in the order of priorities and redirect to shorter ways to gain
knowledge and increase experience.
Attewell (2004,35) confirms that education via mobile phone helps learners to identify their needs
for help and support, and helps also to attract learners, especially young people toward learning, and
to maintain learner focus for a long, and to raise self-esteem and self-confidence.
Such result goes along with the study of: "Ahmed Abdallah (1995), Zainab Amin (1995), Mustafa El
Gilani (2000), Osama Abdel Aziz (2001) , Amani El Buhairi (2002) , El Nabawi Ismail (2001) that
the use of technology in education is rather positive and effective at the level of cognitive
achievement and skill performance.
Thus the third hypothesis, which states "there are statistically significant differences between the
experimental and control groups in favor to the experimental group in the cognitive attainment and
skill performance in basketball", is verified.
Conclusions
In light of the research objectives and hypotheses, and within the limits of the research sample, and
according to the results that have been reached, the researcher can draw the following:
1. The impact of the cognitive program using mobile phone as an external feedback is a positive
impact on cognitive achievement of offensive skills of basketball specified on the second grade
students.
2. The impact of the cognitive program using mobile phone as an external feedback is a positive
impact in learning the offensive skills of basketball specified on the second grade students.
Recommendations
1. Application of the cognitive program using mobile phone as an external feedback when teaching
offensive skills of basketball to the second grade, Faculty of Physical Education, University of
Damietta, due to the improvement it demonstrated at the level of cognitive and skills attainment.

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2. To conduct a similar study of mobile phone use as an external feedback to learn defensive skills in
basketball.
3. To conduct a similar study of mobile phone use as a modern educational technology on the
emotional side of basketball.
4. To design and instruct a cognitive program using mobile phone as a modern educational
technology in learning various sports activities.
5. The inclusion of mobile phone as a technological means in the teaching and learning process.
References
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publication, Cairo.
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available at http://www.Iraqacad,org.
3. Adel Ramadan Bakhit (2006): The Impact of tactical Duty on tactical knowledge to basketball
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4. Ahmed Mohamed Abdallah (1996): "The impact of the use of educational technology in learning
some of the motor and cognitive skills in basketball," Ph.D. thesis, Faculty of Physical Education for
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5. Amal Syed Ahmed (1991): "Building a cognitive test in basketball, Master Thesis, Faculty of
Physical Education for Girls, Helwan University.
6. Amani Rifaat El Buhairi (2002): "The impact of smart learning using computer, on some fencing
skills to the physically disabled, Ph.D. thesis, unpublished, Faculty of Physical Education, University
of Minya, Egypt.
7. Attewell, Jill & Savill, Carol. (2004). Learning With Mobile Devices Reasearch Development.
London: Learning and Skills Development Agaency.
8. Cochrane, Thomas & Flitta Isaac, (16-18 Nov 2009) An M Learning Jour: Critical Incident in
Transforming Pedagogy of ICERI 2009 Confence. Spain: Madrid.
9. Crawford, Valerie. M. (Spring 2007) Creating a Powerful Learning Environment With Networked
Mobile Learning Devices, Educatinal Technology Magazine. Cochrane Thomas (A). (2007). Mobile
Blogging: A Guide for Educatos, New Zealand: Auckland.
10. El Nabawi Ismaeil Salama (2001): The impact of the use of a multimedia computer on learning
some gymnastics skills, Master Thesis, unpublished, Faculty of Physical Education for Boys in
Cairo, Helwan University.
11. Eva, M.B (1994): "The Effects of Linear vs,non Linear computer assisted instruction on
beginning reading skills og second grode, "ep student, mal. Vol, 32, no3".
12. Fatima Mohamed Fulayfel, (1999): The impact of an educational program using multimedia on
learning some basketball skills for the female students of the Faculty of Physical Education, Master
Thesis, unpublished, Faculty of Physical Education, University of Minya.
13. Gamal El Dahshan, Magdi Younis (2009): "Mobile Education is a new version of distant
education, Virtual Higher Education Systems Symposium, Faculty of Education, University of Kafr
El-Sheikh.

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14. Ghayasuddin Mansour (2001): The Impact of the use of reverse partial methods on learning the
skill of shooting, Master Thesis, unpublished, Faculty of Physical Education, Helwan University.
15. Hisham Arafa (2010) Mobile Education: E- learning Journal Vol. (5), Mansoura University.
Available on: http://emag.mans.edu.eg
16. Ihab Mostafa Kamel (1990): "a factorial study of the physical and skill tests in basketball, Master
Thesis, unpublished, Faculty of Physical Education, University of Minya, Egypt.
17. Imad Mohamed Sayed (2002): The Impact of knowledge as feedback on the basketball skills
learning, PhD thesis, Faculty of Physical Education, Helwan University.
18. Mohamed Hamahmi (2006): Mobile education, a new phase of e-learning, Informatics Journal.
No. (6) Available on: http://infomage.news.sy/index.php
19. Mohamed Hassan Allawy (1997): The Psychology of the coach and athletic training, Darel
Maarif, Cairo.
20. Mohamed Hassan Allawy, Mohamed Nasr El Din Radwan (1994): Motor performance tests 3RD
Edition 3, Darel Fikr El Arabi, Cairo.
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Basketball, 2nd Edition, Arab Thought House, Cairo.
22. Mohamed Saad Zaghloul et al (2001): Technology and methods of education in physical
education, Markaz Al Kitab for publication, Cairo.
23. Mohamed Saad, Mohamed Ali, Hani Said (2003), Design and productivity of a computer
software, prepared by Hypermedia technology and its impact on aspects of learning the skills of ball
hitting by head for the students of the Faculty of Physical Education, Tanta, published research,
Journal of theories and applications, No. 48, Faculty of Physical Education for Men, Alexandria.
24. Mona Reda (2010) The next generation of education: e-learning Journal vol. (5). Mansoura
University. Available on: http://emag.mans.edu.eg
25. Mustafa Abdel Kader El Gilani (2000): Design of a multimedia system and its impact on learning
some football skills for beginners, Ph.D. thesis, unpublished, Faculty of Physical Education,
University of Minya.
26. Mustafa Abdel Samie (1999): Education technology Arabic studies, Markaz Al Kitab for
publishing, Cairo.
27. Osama Ahmed Abdel Aziz (2001): "The impact of an educational program using Hypermedia on
learning junior high jump competition",Master Thesis, unpublished, Faculty of Physical Education,
University of Minya, Egypt. Prensky, Clive, (2008). Whatcan you learn from a cell phone? Almost
anything. Available at http://www.innovateonline.info/indexphp/viewarticle=830
28. Ramzeya El Sayed Ghareeb (1995): psychological, explanatory, guiding, edition 7, AngloEgyptian Bookshop, Cairo.
29. Reda Abdo El Quadi (2000): "Employment of computer and technological innovations in the
preparation of engineering processes (BPR) for the development of university libraries, educational
technology, series of studies and research, Vol.10.
30. Sally Mohamed Abdel Latif (2005): the effectiveness of a proposed educational program by
Claire strategy "individualized instruction" using Hypermedia on learning some hockey skills for the
female students of the Faculty of Physical Education, Tanta University, unpublished Ph.D. thesis,
Faculty of Physical Education, Tanta University.

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31. Zeinab Mohamed Amin (1995): The impact of the use of Hypermedia on academic attainment
and attitudes among students of the faculty of education, PhD thesis, unpublished, Faculty of
Education, University of Minya.
International Website for Information "Internet".
32. http://www.youtube.com/basketball:Lay-UpFundamentals.(19/2/2013)(1pm).
33. http://www.youtube.com/-basketball-drills.com/vid/for more free basketball drills (13/10/2012).
(6pm).
34. http://www.monkeysee.com/..../10434-basketball-passing-over(4/10/2012). (10pm)
35. http://www.youtube.com/How To Learn Shooting Free Throw. (5/11/2012). (8am)
36. http://www.youtube.com/How to Dribble A Basketball. (1/12/2012). (11 am).

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Evaluation of Isokinetic Measurements of Ankle Joint using Kinso Taping

Tamer Husain Mohamed Al-Shetehy 1
1

Assistant Professor, Sports Training and Kinesiology Department Faculty of Physical Education for Men Benha University
Egypt.

Abstract
The current research aims at identifying the effects of three different models of taping (without
taping athletic taping Kinso taping) on the peak torque and strength of the ankle extensors and
flexors. The researcher used the descriptive approach. Subjects include (45) first class athletes
representing athletics, basketball and soccer (15 athletes each), who are registered at the Egyptian
Athletic Federations of these Sports. The researcher concluded that there are statistically significant
differences among the three types of taping on eccentric/concentric peak torque for ankle
invertors/evertors muscles on 30/sec and 120/sec, in favor of kinso taping condition. There are
statistically significant differences among the three types of taping on muscular strength for ankle
invertors/evertors muscles on 30/sec and 120/sec, in favor of kinso taping condition. Kinso tape
can be used in preventing ankle injuries effectively.
Keywords: Kinso Tape Isokinetic devices angular velocity peak torque
Background and Research Problem:

he main aim of biomechanics in the field of physical education and sports is to improve the
athlete's performance as it also aims at preventing injuries and rehab after injuries (1).

The foot is one of the most important parts of the human body as it is the base for stance and motion.
It has a unique anatomical structure according to number and shape of bones, joint structure and
strong muscles and ligaments that support body weight during stance and motion. Over 50% of body
weight rests over the calcaneus while the rest of this weight rests over the metatarsus as the first
metatarsus carries more than twice of the body weight compared with the rest of metatarsus. This
maintains body balance (2).
Ankle sprains are one of the most common problems among athletes. In these incidences, a total or
partial rupture of one or more of the joint's ligaments due to a joint torsion in a range of motion that
exceeds its normal range. Percentage of occurrence for this type of incidences range from 20% to
25% of total injuries in runners, jumpers, pallet dancers and team sports athletes. Nearly 80% of
these incidences occur in lateral ligaments due internal torsion of the joint. (4, 5)
Previous research indicated that ankle sprains and ruptures are more frequent at the lateral side
peroneus tibial ligament of the joint while they are less frequent at the medial side of the deltoid
ligament of the joint due its strength as it consists of several ligaments. Lateral ligaments help
moving the foot inwards. They are connected to some parts of the deltoid ligament to move the foot
forward and backward. In case of sever sprain inward, these lateral ligaments rupture. Outward ankle
sprain is quite rare due to the strength of the deltoid ligament. Injuries of the lateral ligaments of the
ankle suspend active involvement of athletes in sports related to such injuries. Some side effects of
these injuries may affect daily life activities of athletes. Nearly 33% of athletes with lateral ankle
sprains had frequent symptoms that lasted for two years after injury. (3)
Protective tapes of the ankle are the main protection from ankle injuries. Ankle tape prevents over
movements, increases deep sensation inputs and peroneus muscle activation and decelerates ankle

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movements. The most common type of this tape are non-elastic tape as this type provides joints and
muscles with necessary support and protection. (6)
Mechanisms of Kinso Taping are different from those used in traditional ankle tapes. To the contrary
with white athletic tape that is a supportive tape, Kinso Taping is a remedial tape as it works on the
following:
1. Correcting the muscle function through its bodily motor mechanism
2. Improving blood and lymphatic circulation through eliminating subcutaneous fluids and
hemorrhage by moving the muscle
3. Decreasing pain by suppressing the nervous system
4. Relocating dislocated joints through relieving abnormal muscle strain
5. Help restoring muscle functions (7, 8)
Problem of the current research is clear in the high percentages of ankle sprain injuries among
athletes due to imbalance of muscle strength. There are several factors and mechanisms that may
prevent this type of injuries. Motor tapes are now very common in preventing ankle sprains.
Therefore, we need to know how these tapes work, in addition to gaining experimental evidence on
its effects on peak torque and strength of the ankle extensors and flexors.
Aim:
The current research aims at identifying the effects of three different models of taping (without
taping athletic taping Kinso taping) on the peak torque and strength of the ankle extensors and
flexors.
Methods:
Approach:
The researcher used the descriptive approach.
Subjects:
Subjects include (45) first class athletes representing athletics, basketball and soccer (15 athletes
each), who are registered at the Egyptian Athletic Federations of these Sports.
Data Collection Tools and Equipments:

A restameter for measuring heights

A "Casio" stop watch
A medical balance for measuring weights
A video camera and video player
"Movie Maker" video editing software
Athletic tape and Kinso Tape
Isokinetic "BIODEX3" device attached to a computer set and a printer for measuring muscular
performance

Pilot Study:
The researcher applied the pilot study from 16-8-2013 to 18-8-2013 on a pilot sample (n=10) from
the same research community and outside the main sample. Results of pilot study indicated that all
tools and equipments used in the current research are suitable and assistants work properly on it. In

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addition, assistants were trained on how to use athletic taping and kinso taping according to usage
directions of each type.
Main Experiment:
The researcher performed the main experiment on the main sample from 19-8-2013 to 28-8-2013. At
the beginning of the experiment, assistants acquired the basic data (name - age - address weight
height) of sample members. Each player was tested three times using three different types of taping
(without taping athletic taping kinso taping). Each player performed two tests on 30/sec and
120/sec for each type of taping. Types of taping were performed randomly. Before measuring,
warm-up was performed with stretches for lower limb muscles. One-minute rest interval was taken
between warm-up and main measurement. Another one-minute rest interval was taken between each
speed. For each type of taping, the following protocol was followed:

Data input was performed for basic data (name - age - address weight height)
Warm-up and stretching
One minute interval
Five reps of eccentric/concentric inversion on 30/sec followed by one minute rest
Five reps of eccentric/concentric inversion on 120/sec followed by one minute rest
Two minutes rest
Five reps of eccentric/concentric eversion on 30/sec followed by one minute rest
Five reps of eccentric/concentric eversion on 120/sec followed by one minute rest
The previous protocol was followed for all types of taping.
Each type of taping measurements were taken on a single day
All measurements were taken during seven days.

Statistical Treatment:
After collecting data, the researcher used SPSS software to calculate means, standard deviations and
variance analysis.
Results:
Table (1)
means and standard deviations of peak torque for ankle eccentric/concentric invertors/evertors on 30/sec for the
three taping condition
Muscles
Concentric evertors
Eccentric evertors
Concentric invertors
Eccentric invertors

Without taping
Mean
SD
22.18 0.209
22.98
3.05
25.19
0.11
24.16 0.049

Athletic taping
Mean
SD
24.03 0.504
24.31
0.14
25.50
0.17
26.24 0.094

Kinso taping
Mean SD
25.73 3.88
27.26 0.21
26.21 0.42
27.02 0.39

Table (1) shows means and SD values for peak torque for ankle eccentric/concentric
invertors/evertors on 30/sec for the three taping condition.
Table (2)
Sphericity Test of peak torque for ankle eccentric/concentric invertors/evertors on 30/sec for the three taping
condition
Muscles
Concentric evertors
Eccentric evertors
Concentric invertors
Eccentric invertors

Sum squares for the three tapes

283.061
441.221
243.14
197.81

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Freedom degrees
2
2
2
2

Means squares
141.53
220.611
121.57
98.90

F
27.205
71.780
15.10
19.50

Significance
Significant
Significant
Significant
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Table (2) indicates equality of differences among the dependant groups using Sphericity Test on
30/sec for the three taping condition.
Table (3)
Bonferroni Test for means of peak torque for ankle eccentric/concentric invertors/evertors on 30/sec for the three
taping condition
Muscles
Concentric evertors

Eccentric evertors

Concentric invertors

Eccentric invertors

Without
Athletic
Kinso
Without
Athletic
Kinso
Without
Athletic
Kinso
Without
Athletic
Kinso

Mean
22.18
24.03
25.73
22.98
24.13
27.26
25.19
25.50
26.21
24.16
26.24
27.02

Without

Athletic
1.84*

Kinso
3.54*
1.70*

1.135*

4.279*
3.126*

0.301*

1.012*
0.711*

2.084*

2.868*
0.784*

Table (3) indicates significant increase in the peak torque of the eccentric evertors with kinso taping
condition, compared to athletic taping and without taping
Table (4)
means and standard deviations of peak torque for ankle eccentric/concentric invertors/evertors on 120/sec for the
three taping condition
Muscles
Concentric evertors
Eccentric evertors
Concentric invertors
Eccentric invertors

Without taping
Mean
SD
19.98 0.156
24.89 0.254
26.45
3.97
26.4
0.99

Athletic taping
Mean
SD
22.85 0.222
28.09 0.182
25.97
0.45
27.4
0.51

Kinso taping
Mean
SD
25.30 0.176
32.94 0.340
27.49 0.14
30.6
0.13

Table (4) shows means and SD values for peak torque for ankle eccentric/concentric
invertors/evertors on 120/sec for the three taping condition.
Table (5)
Sphericity Test of peak torque for ankle eccentric/concentric invertors/evertors on 120/sec for the three taping
condition
Muscles
Concentric evertors
Eccentric evertors
Concentric invertors
Eccentric invertors

Sum squares for the three tapes

638.63
1477.20
544.32
436.48

Freedom degrees
2
2
2
2

Means squares
319.31
738.60
272.16
218.24

F
10.42
9.85
5.15
14.63

Significance
Significant
Significant
Significant
Significant

Table (5) indicates equality of differences among the dependant groups using Sphericity Test on
120/sec for the three taping condition.

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Table (6)
Bonferroni Test for means of peak torque for ankle eccentric/concentric invertors/evertors on 120/sec for the three
taping condition
Muscles
Concentric evertors

Eccentric evertors

Concentric invertors

Eccentric invertors

Without
Athletic
Kinso
Without
Athletic
Kinso
Without
Athletic
Kinso
Without
Athletic
Kinso

Mean
19.98
22.85
25.30
24.89
28.09
32.94
62.45
52.97
27.49
24.16
26.24
27.02

Without

Athletic
2.86*

Kinso
5.32*
2.45*

3.196*

8.046*
4.850*

0.484

1.038
1.522*

0.937*

4.196*
3.259*

Table (6) indicates significant increase in the peak torque of the eccentric evertors with kinso taping
condition, compared to athletic taping and without taping
Table (7)
means and standard deviations of strength ratio for ankle eccentric/concentric invertors/evertors on 30/sec for the
three taping condition
Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Without taping
Mean
SD

Athletic taping
Mean
SD

Kinso taping
Mean SD

0.84

0.058

0.88

0.07

0.96

0.16

0.82

0.5

0.88

0.04

1.01

0.05

Table (7) shows means and SD values for strength ratio for ankle eccentric/concentric
invertors/evertors on 30/sec for the three taping condition.
Table (8)
Sphericity Test of strength ratio for ankle eccentric/concentric invertors/evertors on 30/sec for the three taping
condition
Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Sum squares for the three tapes

Freedom degrees

Means squares

Significance

0.33

0.16

1.6

Non-Significant

0.858

0.429

3.85

Significant

Table (8) indicates equality of differences among the dependant groups using Sphericity Test on
30/sec for the three taping condition.
Table (9)
Bonferroni Test for means strength ratio for ankle eccentric/concentric invertors/evertors on 30/sec for the three
taping condition
Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Without
Athletic
Kinso
Without
Athletic
Kinso

Mean
0.84
0.88
0.96
0.82
0.88
1.01

Without

Athletic
0.037

Kinso
0.119
0.081

0.068

0.193*
0.124*

Table (9) indicates significant increase in the strength ratio of the eccentric evertors with kinso
taping condition, compared to athletic taping and without taping

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Table (10)
means and standard deviations of strength ratio for ankle eccentric/concentric invertors/evertors on 120/sec for the
three taping condition
Without taping
Mean
SD

Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Athletic taping
Mean
SD

Kinso taping
Mean SD

0.72

0.06

0.76

0.08

0.92

0.1

0.58

0.06

0.92

0.08

1.20

0.08

Table (10) shows means and SD values for strength ratio for ankle eccentric/concentric
invertors/evertors on 120/sec for the three taping condition.
Table (11)
Sphericity Test of strength ratio for ankle eccentric/concentric invertors/evertors on 120/sec for the three taping
condition
Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Sum squares for the three tapes

Freedom degrees

Means squares

Significance

1.021

0.510

7.06

Significant

8.86

4.43

19.27

Significant

Table (11) indicates equality of differences among the dependant groups using Sphericity Test on
120/sec for the three taping condition.
Table (12)
Bonferroni Test for means strength ratio for ankle eccentric/concentric invertors/evertors on 120/sec for the three
taping condition
Muscles
Concentric evertors
Eccentric invertors
Eccentric evertors
Concentric invertors

Without
Athletic
Kinso
Without
Athletic
Kinso

Mean
0.72
0.76
0.92
0.58
0.92
1.20

Without

Athletic
0.37

Kinso
0.200*
0.163*

0.34

0.62*
0.82

Table (12) indicates significant increase in the strength ratio of the eccentric evertors with kinso
taping condition, compared to athletic taping and without taping
Discussion:
Table (1) shows means and SD values for peak torque for ankle eccentric/concentric
invertors/evertors on 30/sec for the three taping condition. These results indicate significant positive
effects for athletic taping and kinso taping over the non-taping condition. In addition, there are
statistically significant differences among the three groups in favor of kinso taping group. Table (2)
indicates equality of differences among the dependant groups using Sphericity Test on 30/sec for
the three taping condition. Table (3) indicates significant increase in the peak torque of the eccentric
evertors with kinso taping condition, compared to athletic taping and non- taping conditions.
Table (4) shows means and SD values for peak torque for ankle eccentric/concentric
invertors/evertors on 120/sec for the three taping condition. These results indicate significant
positive effects for athletic taping and kinso taping over the non-taping condition. In addition, there
are statistically significant differences among the three groups in favor of kinso taping group. Table
(5) indicates equality of differences among the dependant groups using Sphericity Test on 120/sec
for the three taping condition. Table (6) indicates significant increase in the peak torque of the

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eccentric evertors with kinso taping condition, compared to athletic taping and non- taping
conditions.
Table (7) shows means and SD values for strength ratio for ankle eccentric/concentric
invertors/evertors on 30/sec for the three taping condition. These results indicate significant positive
effects for athletic taping and kinso taping over the non-taping condition. In addition, there are
statistically significant differences among the three groups in favor of kinso taping group. Table (8)
indicates equality of differences among the dependant groups using Sphericity Test on 30/sec for
the three taping condition. Table (9) indicates significant increase in the strength ratio of the
eccentric evertors with kinso taping condition, compared to athletic taping and non- taping
conditions.
Table (10) shows means and SD values for strength ratio for ankle eccentric/concentric
invertors/evertors on 120/sec for the three taping condition. These results indicate significant
positive effects for athletic taping and kinso taping over the non-taping condition. In addition, there
are statistically significant differences among the three groups in favor of kinso taping group. Table
(11) indicates equality of differences among the dependant groups using Sphericity Test on 120/sec
for the three taping condition. Table (12) indicates significant increase in the strength ratio of the
eccentric evertors with kinso taping condition, compared to athletic taping and non- taping
conditions.
As for peak torque, tables (1, 2 & 3) indicated a positive effect that is statistically significant for
kinso tape on peak torque of eccentric invertors/evertors on 30/sec angular velocity. This effect is
greater than its positive effect on concentric invertors/evertors on 30/sec angular velocity although it
is also statistically significant.
In addition, tables (4, 5 & 6) indicated the same positive effect of kinso tape on peak torque of
eccentric invertors/evertors on 120/sec angular velocity and it is also greater than its significant
effect on concentric invertors/evertors on 120/sec angular velocity although it is also statistically
significant.
This is in agreement with previous research of Vithoulk et al (2010), Porter et al (2002) and
Schneider et al (2010) who indicated the same positive effects of kinso taping over various joints of
the human body. (11, 9, 10)
As for strength ratio, tables (7, 8 & 9) indicated statistically significant increase in strength ratio only
for Eccentric evertors and concentric invertors on 30/sec angular velocity with kinso taping
condition.
On the other hand, tables (10, 11 & 12) indicated statistically significant increase in strength ratio for
all muscles under investigation on 120/sec angular velocity with kinso taping condition.
This is in agreement with Yu Huang et al (2011) and Zajt-Kwiatkoska et al (2007) who indicated the
increase of strength after applying kinso taping. (11, 12)
Results indicated statistically significant differences among the three taping conditions on
concentric/eccentric peak torque of ankle evertors on angular velocities of 30/sec and 120/sec. On
the other hand, concentric/eccentric peak torque of ankle invertors on angular velocities of 30/ and
concentric peak torque of ankle invertors on angular velocities of 120/sec sec was not significant for
any of the three taping conditions.
On velocities of 30/sec and 120/sec, the ratio between evertors eccentric strength and invertors
concentric strength (EVECC / INVCON) was significant among the three taping condition in favor
of kinso taping. The ratio between evertors concentric and invertors eccentric strength (EVCON /
INVECC) was not significant for the three taping conditions. Kinso taping produced the highest

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effect on 120/sec for the peak torque of evertors eccentric. This indicates the rehabilitative and
preventive nature of this type of taping and its usefulness in preventing injuries.
Conclusions:
1. There are statistically significant differences among the three types of taping on
eccentric/concentric peak torque for ankle invertors/evertors muscles on 30/sec and 120/sec, in
favor of kinso taping condition
2. There are statistically significant differences among the three types of taping on muscular strength
for ankle invertors/evertors muscles on 30/sec and 120/sec, in favor of kinso taping condition
3. Kinso tape can be used in preventing ankle injuries effectively.
Recommendations:
1. Performing similar studies for other strength ratios for injury prevention
2. Performing further studies on the effect of kinso taping on chronic ankle injuries
3. Designing foot protective exercises programs for preventing injuries
4. Performing similar studies on other age groups
5. Performing similar studies on combat sports like boxing
References:
Arabic References:
1. Berequaa, M. G. & Al-Sokkary K (2002): Basic Concepts of Biomechanics in the Sports Field.
Part One Munshaat Al-Maaref, Alexandria Egypt
2. Hendy, Mohamed F. (1991): Anatomy for Athletes. Dar Al-Fikr Al-Araby Cairo Egypt
English References:
3. Ferran, N. A. & Maffulli N. (2006): Epidemiology of sprains of lateral ankle ligament complex.
Foot Ankle Clin, 11, PP:659-662
4. Fong, D. T. P.; Hong, Y.; Shima, Y.; Krosshung, T.; Yung, P. S. H. & Chan K. M. (2009):
Biomechanics of supination ankle sprain a case report of an accidental injury event in laboratory.
Am.J.Sports.Med. 37, PP: 822-827
5. Fong, D. T. P.; Man, C. Y.; Yung, P. S. H.; Cheung S. Y. & Chan K. M. (2008): Sport-related
ankle injuries attending an accident and emergency department. Injury, 39(10), PP: 51-54
6. Karlsson, J. & Sancone, M (2006): Management of acute ligament injuries of the ankle. Foot
Ankle Clin, 11, PP:521-530
7. Kase, K.; Martin, P. & Yasukawa, A. (2006): Kinesiotaping in pediatrics. Fundamentals and
whole body taping. Kinesio Taping Association, Albuquerque, New Mexico, USA
8. Kase, K.; Wallis, J & Kase, T. (2003): Clinical therapeutic applications of the kinesio taping
method, Tokyo, Japan: Ken Ikai Co Ltd.

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9. Porter, G. K.; Kaminski, T. W.; Hatzel, B.; Powers, M. E. & Horodyski, M. B. (2002): An
examination of the stretch-shortening cycle of the dorsiflexors and evetors in uninjured and
functionally unstable ankles. J Athl Train, 37(4), PP: 494-500
10. Schneider, M.; Rhea, M. & Bay, C. (2010): The effect of linesio tape on forearm strength,
Kinesio Taping Association
11. Vithoulk, A; Benekab, A.; Mallioub, B.; Aggelousisb, N.; Karatsolisa, K. & Diamantopoulos, K.
(2010): The effects of kinesio taping on quadriceps strength during isokinetic exercises in healthy
non-athlete women. Journal of Isokinetics and Exercise Science, 18, PP:43-57
12. Yu, Huang, C.; Hsun Hsieh, T. Ching Lu, S. & Chin Su, F. (2011): Effects of the kinesio tape to
muscle activity and vertical jump performance in healthy inactive people. Biomed Eng Online, 10
(1), P:70
13. Zajt-Kwiatkoska, J; Rajkowska, E.; Skrobot, W.; Bakula, S. & Szamotulska, J. (2007):
Application of kinesio taping for treatment of sport injuries. Research Yearbook, 13, PP:130-134

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Setting Up an Electronic Cognitive Test in Handball for Faculty of Sports

Education Students, Mansoura University
Tamer Mahmoud El-Said Mohamed 1
1

Lecturer at Department of Curricula and teaching methods of physical education, Faculty of Physical Education, Mansoura
University, Egypt.

Abstract:
The research aims to set up an electronic cognitive test for the fundamental principles course of
collective games handball for 2nd year students, Faculty of sports Education, Mansoura University,
descriptive method was used on a sample of (394) students by (61.09 %) at ( 180) boys (214) girls
were selected randomly, test included (40) items distributed on three axes (history, skills, rules of the
game) at (18) items for knowledge level by (45%), (6) items for comprehension level by (15%), (11)
items for application level by 27.5%, and (5) items for analysis level by (12.5%). The results
concluded: setting up an electronic cognitive test in handball in the light of Bloom`s levels
(knowledge - comprehension - Application - Analysis), and an electronic cognitive test can
distinguish between students` cognitive levels in handball. The researcher recommended using the ecognitive test designed in Faculty of Physical Education, Mansoura University to evaluate the
cognitive aspects in handball to save time and effort in Printing ,correction and recording the
results, to remove from the traditional evaluation to the electronic evaluation in accordance with
Total Quality Standards.
Key words: setting up- electronic cognitive test- handball
Research introduction and problem:

he educational evaluation is an essential part in the process of teaching and learning, one of the
entrances for education reform and development, a goal held for it scientific conferences;
research and studies are conducted, and revolve around it dialogues and discussions. it directs the
educational system with its different components, functions of the staff, and all of its elements
towards the selection and achievements of educational process objectives. It also helps the learner to
evaluate his/her performance, and the teacher to evaluate his/her efficiency and ensure the quality of
the curriculum and all aspects of the educational process, with the aim of improvement and
development.
Al-Gamil Mohamed Abdel Samea (2000) believes that the educational evaluation is of the most
impact episodes in the educational system, it reflects the image of the educational system; including
objectives, methods, practices and results. Successful evaluation leads to change some of the goals
and modify others, and also leads to change teaching methods and means used, and sheds light on the
problems facing the educational process, and the strengths and weaknesses of the elements of the
curriculum, which helps to support the strengths and address weaknesses. The most important means
of Educational Measurement and Evaluation is the achievement tests. (14)
Shirley Waterhouse (2003) shows that courses management systems will provide many tools in the
future enable the teacher to evaluate the performance, such as discovery of students who didnt do
their homework or did not participate in the discussions over networks, and then send remind
messages that they have defaulted in the performance of what they have to do. Courses management
systems will send messages automatically to those who did not enter the course site for several days
and encourage them to return to study and participate in learning, courses management systems will

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also be able to analyze the performance of learners in the assessment tests remotely and provide
treatment recommendations for those who have performed below average.(15)
Al Ghareeb Zahir Ismail (2009) defines electronic educational evaluation as; "the process of hiring
information networks, computers equipment, educational software and educational material with
multiple sources using the assessment methods for the collection and analysis of student responses,
thereby helping faculty member to discuss and determine the effects of programs and activities in the
educational process to get codified rule based on quantitative or qualitative data related to the
academic achievement." (9)
Nabil Gad Azmi (2008) quoting
from Lee. Joyce & others (2006) says
that there are different methods used in the electronic evaluation, have been classified according to
the nature of learning outcomes to be measured; including discussion boards, operational activities
for learning, research papers, self-measuring (web profile - magazines - articles), quizze and essay
tests (computer tests), projects / practical training, electronic portfolios (portfolios), peer-assessment,
times of participation.(3) (11) (7)
Because of the intense competition between educational institutions, especially colleges in providing
distinct educational services and the fact that the Faculty of Physical Education, Mansoura
University, is the first college of Physical Education in obtaining academic accreditation in the Arab
world, it had to keep up with scientific development in information and communication technology
and contribute to spreading the culture of E-Learning for students for its real role in improving
education and outputs.
Electronic tests save time, effort and cost in correcting, auditing and publication of results,
composing questions bank for the course, choose the level of questions difficulty, the preparation of
different models of the questions to prevent cheat attempts, e-correcting immediately, show the
result directly to the student and put his degree in a database of the results of students in that course
for future use, so as to take advantage of modern technology and keep pace with the evolution of
technological innovations in education and dispensing traditional evaluation methods used such as
paper and pencil which may take a lot of time in preparation, correction and show results.
So the research came as an attempt to set up an electronic cognitive test in handball for Faculty of
Physical Education students, Mansoura University, via the Internet, and putting codified standards to
be used, and determine its scientific transactions of validity and reliability. And providing a model of
e-test can be used in the field of educational technology applications.
Research objectives :
The research aims to set up an electronic cognitive test in handball for the students of the Faculty of
sports Education, Mansoura University, through:
1. Design an electronic cognitive test to measure the cognitive level of achievement for students in
handball in the light of Bloom`s levels (knowledge - comprehension - Application - Analysis).
2. Develop estimated levels for students to use in determining the level of knowledge in handball.
3. Identify the differences between males and females in the estimated levels of the electronic
cognitive test in handball.

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Research questions:
1. Does the electronic cognitive test designed measure Bloom`s cognitive levels (knowledge comprehension - Application - Analysis)?
2. What are the estimated levels of students in the electronic cognitive test in handball?
3. Are there any statistical significant differences between males and females in the estimated levels
of the electronic cognitive test in handball?
Research procedures:
Research Methodology:
The researcher used the descriptive method in the survey style.
Research Community:
The current research community represented in Second Year students , Sports of Education Faculty ,
Mansoura University, for the academic year 2012/2013 with a total number (661) students "boys
and girls" at ( 387) boys ( 375 ) of them newcomer students , (5) repeater students, (7) students from
abroad , (274) girls (270) of them newcomers , (4) repeaters. Repeater students and students from
abroad were excluded, who were (16) students, and thus the size of the research community is (645)
students.
Research Sample:
the electronic cognitive test was applied in its final form through the basic study on a random sample
of (411) students from the Second year , Sports of Education Faculty, Mansoura University, at (188)
boys (223) girls, (17) students were excluded from the sample size for opening the test and not
meeting application requirements , so the essential sample size is (394) students by (61.09 %) at (
180) boys (214) girls, (100) students were selected by (15.50%) of (50) boys, (50) girls to calculate
easy, difficulty and discrimination correlations for the cognitive test phrases and scientific
correlations for the electronic cognitive test (validity and reliability).
Steps of setting up electronic cognitive test under discussion in Handball:
1. Determine the goal of the electronic cognitive test in question:
The test aims to measure the cognitive aspect of the fundamental principles course for collective
games handball for second year students at the Faculty of Sports Education, Mansoura University.
2. Determine the axes of the test:
Within the limits of the researcher knowledge and after reviewing the scientific literature and
reference studies that have been used (1), (2), (4),(6), (8), (10), (13) and in light of the
characterization of the basic principles course of collective games handball for 2nd year students,
Faculty of Physical Education, Mansoura University, (3) axes were cleared as follows the history of
the game, basic skills, rules of the game. The researcher presented a test axes form attachment (1) on
a number of (10) experts in the handball attachment (2), the experts agreed on the three axes of the
test (100%), and the relative importance of the history axis reached (14%), the basic skills axis
(52%), and the rules of the game axis (34%).

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3. Determine the content of the test items and methods of formulation:
Based on the survey for scientific references and reference studies for cognitive tests (1), (2), (4),(6),
(8), (10), (13) the researcher drafted test items in its initial form (100) items, including (65) items in
the form of right and wrong, and (35) items in the form of multiple choice attachment (3).
4. Preparation of specifications table:
Initial specifications were identified for testing, and formulation of questions according to the four
cognitive levels (knowledge - comprehension - application - analysis), and on this basis the questions
associated with each level of cognitive goals were identified as shown in table (1).
Table (1)
Identifying the initial specifications for the cognitive test

14

14

20

16, 17, 18,

19, 28, 29,
39, 40, 41,
49, 52, 55,
56, 57, 58,
59, 60, 61,
65, 66

20, 21,
22, 23,
24, 30,
50, 54

52

52

75, 77, 88

92

34

34

comprehension

application

analysis

Rules of the
Game

14

1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11,
12, 13, 14

11

15, 32, 35, 36,

37, 42, 43, 44,
48, 62, 63

19

67, 68, 71, 72,

73, 74, 78, 80,
85, 86, 87, 89,
90, 91, 93, 94,
95, 96, 99

total number
of questions
relative
weight %

number of
questions

Basic skills

Questions`
numbers

number of
questions

History

number of
questions

Axes
Questions`
numbers

Questions`
numbers

13

25, 26, 27,

31, 33, 34,
38, 45, 46,
47, 51, 53,
64

11

69, 70, 76,

79, 81, 82,
83, 84, 97,
98, 100

relative weight %

Question
s`
numbers

number of questions

knowledge

number of
questions

cognitive levels of the questions

44

24

23

100

44

24

23

100

It is clear from table (1) that the cognitive test in its initial form contains (100) question (44) of them
for knowledge level, (24) for the comprehension level, (23) for level of application, and (9) for level
of analysis.
5. Polled experts view in the initial test (validity of arbitrators):
The researcher presented the cognitive test in its initial form attachment (3) on (10) experts
attachment (2), to express their views in the test items. Items that received approval rate (70%) and
above were accepted, and the exclusion of items with approval rate less than (70%) and based on that
(41) items have been deleted, did not get the percentage specified until they reached (59) items after
deletion, one item was added to the axis of the basic skills, bringing the number of phrases in the
second form (60) items attachment (4).

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6. Putting test instructions:
Answer instructions were put on the first screen at the beginning of the test, which includes a brief
description of the test and how to answer it, inform student of the test time and its purpose.
7. Estimation of score and method of correction:
The researcher used an estimation of one score for every item answered correctly by the student, and
zero for each one student leaves or answered wrongly, the total score for the test must be equal to the
number of test items, (40) scores, the electronic program calculates student`s scores immediately
after answering test questions and attachment (6) shows the correct answers.
8. Scientific setting for Cognitive test:
1. Determining ease and difficulty and discrimination coefficients for test items:
Coefficients of ease and difficulty and discrimination have been identified through the application of
the second form of the cognitive test on a sample rationing of (100) students from the 2nd year,
Faculty of Physical Education, Mansoura University, for the academic year 2012/2013 from the
same research population and outside the basic research sample on Monday and Wednesday 18,
20/3/2013, items with ease and difficulty and discrimination ranging between (0.3-0.7) were
accepted, and items which did not achieve this requirement were excluded. Based on that 20 items
have been deleted, did not achieve special requirements for acceptance, test items became (40)
attachment (5) and the table (2) shows this.
Table (2)
Coefficients of ease and difficulty and discrimination for test items

Item number

Coefficients of ease

Coefficients of difficulty

Coefficients of
discrimination

Item number

Coefficients of ease

Coefficients of difficulty

Coefficients of
discrimination

Item number

Coefficients of ease

Coefficients of difficulty

Coefficients of
discrimination

N=100

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

0.66
0.65
0.9
0.67
0.44
0.29
0.63
0.93
0.43
0.28
0.64
0.28
0.39
0.9
0.67
0.82
0.57
0.96
0.28
0.32

0.34
0.35
0.1
0.33
0.56
0.71
0.37
0.07
0.57
0.72
0.36
0.72
0.61
0.1
0.33
0.18
0.43
0.04
0.72
0.68

0.37
0.51
0.18
0.37
0.37
0.37
0.48
0.11
0.48
0.11
0.37
0.22
0.37
0.180.37
0.03
0.33
0.00
0.07
0.51

21
22
23
24
25
26
27
28
29
30
31
32
33,
34
35
36
37
38
39
40

0.66
0.69
0.27
0.64
0.49
0.7
0.67
0.61
0.67
0.23
0.66
0.25
0.56
0.62
0.48
0.51
0.34
0.28
0.67
0.65

0.34
0.31
0.73
0.36
0.51
0.3
0.33
0.39
0.33
0.77
0.34
0.75
0.44
0.38
0.52
0.49
0.66
0.72
0.33
0.35

0.37
0.44
0.180.33
0.55
0.33
0.44
0.37
0.44
0.110.44
0.22
0.40
0.37
0.55
0.33
0.55
0.14
0.37
0.40

41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

0.29
0.7
0.65
0.66
0.61
0.9
0.68
0.66
0.64
0.38
0.37
0.68
0.77
0.57
0.72
0.7
0.49
0.27
0.7
0.28

0.71
0.3
0.35
0.34
0.39
0.1
0.32
0.34
0.36
0.62
0.63
0.32
0.23
0.43
0.28
0.3
0.51
0.73
0.3
0.72

0.14
0.44
0.48
0.33
0.44
0.07
0.40
0.37
0.44
0.37
0.33
0.44
0.22
0.37
0.00
0.14
0.44
0.25
0.40
0.22

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2. Scientific coefficients for the electronic cognitive test:
Calculate electronic cognitive test validity:
Validity of differentiation:
The researcher used terminal comparison validity where rationing sample scores were arranged in
descending order from highest to lowest and were divided into quarters, comparison was done
between the highest and lowest quarters by "T" test and the table (3) shows this.
Table (3)
Significant differences between the highest and lowest quarters in the electronic cognitive test under discussion
The highest quarter
No.

axis
mean

1
2
3
4

The lowest quarter

history
Basic skills
Rules of the game
total

3.76
17.76
10.24
31.76

standard
deviation
1.09
1.50
1.61
1.73

mean
1.80
12.60
6.44
20.84

standard
deviation
0.70
2.30
1.73
2.26

The
difference
between
the
averages
1.96
5.16
3.80
10.92

"T"
Value

significance
level

7.53*
9.35*
8.01*
19.11*

0.000
0.000
0.000
0.000

"T" value=1.68 at freedom degree (48) and level 0.05

It is clear from table (3) that there are statistically significant differences between the highest and
lowest quarters in all axes of the electronic test and total sum for the sake of the highest quarter
which indicates validity of the proposed test.
Calculate the reliability of electronic cognitive test:
Test - Retest :
The researcher applied the test on Monday and Wednesday 18, 20/3/2013 on the rationing sample
and then re-apply it again after a week on Monday and Wednesday 25,27 / 3/2013 on the same
sample. The correlation coefficient between the two applications was calculated.
Table (4)
Significant differences and correlation coefficient between the first and the second application for the electronic
cognitive test under discussion
First application
No.

1
2
3
4

axis

History
Basic skills
Rules of the game
total

Second application

mean

standard
deviation

mean

standard
deviation

2.66
15.09
8.27
26.02

1.13
2.65
2.11
4.30

3.15
16.57
9.45
29.17

0.86
2.08
1.77
3.11

The
correlatio
n
coefficie
nt
0.371*
0.416*
0.663*
0.443*

significan
ce level
0.000
0.000
0.000
0.000

The value of "R" at degree of freedom (98) and level of significance 0.05 = 0.20

It is clear from table (4) that there is a correlation with statistical significance between each of the
sample rationing scores in the first application of the cognitive test and scores of the second
application for the same group with interval of seven days, where the values of "R" calculated
exceeded the tabulated value at degree of freedom (98) and significance level 0.05 this means the
stability of test scores.

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9. Determine the time required to answer the test:
Experimental time was calculated by adding the answer time of the first student that reached (15)
minutes and the answer time of the last student that reached (25) minutes, and dividing the sum (40)
minutes by (2). The appropriate time will be (20) minutes to answer the test.
10. The basic study for the electronic cognitive test application:
The researcher has signed a contract agreement attachment (7) with the E-Learning Unit, Mansoura
University, to design the cognitive test in an electronic form and submit it to the university site on
the link http://mansvu.mans.edu.eg/2013b attachment (8), the test was opened in the period from
Thursday, 4/4/2013 until Thursday, 30/5/2013. And each student has entry window contains the user
name and password stored in the database.
Presentation and discussion of the results:
First result: the cognitive levels of the test in the initial and final form:
Table (5)
Cognitive levels for the electronic cognitive test in the initial and final form

relative
weight %

Number of
questions

analysis

application

comprehen
sion

knowledge

final form
relative
weight

Number of
questions

analysis

application

comprehen
sion

Axes

knowledge

Initial form

History
14
14
14
5
5
12.5
Basic skills 11 13 20
8
52
52
5
2
11
4
22
55
Rules of the
19 11
3
1
34
34
8
4
1
13
32.5
game
total number
44 24 23
9
100
18
6
11
5
40
of questions
relative
44 24 23
9
100
45
15
27.5 12.5
100
weight %
It is clear from table (5) that electronic cognitive test in handball pass over rationing stages until it
reached to its final form (40) questions measure the cognitive levels of Bloom (knowledge comprehension - Application - Analysis).
The researcher attributes this to following the scientific steps in building electronic cognitive test in
handball, where experts polled in the axes of the test and the relative importance to the axis of
history reached (14%), the axis of the basic skills (52%), the axis of rules of the game ( 34% ), and
then Specification Table for the test was prepared in its initial form including (100) questions of
which ( 44) to the level of knowledge, (24) to the level of comprehension, (23) to the level of
application, (9 ) to the level of analysis, then experts polled in the initial form and then identifying
easy, difficulty and discrimination correlations to the test questions then check the validity and
reliability of the test until the number of test questions in the final form became (40) questions.
And these results are consistent with what the results of studies of Yasser Mohammed Dabour,
Muhammad Mersal Hamad Arbab (1995) (4), Amir Sabry Bedeer (2012) (1), Nora Abdul Majeed
Nabawy (2008) (2), Ashraf Hosni Sayed (2009) (13) have indicated in that cognitive achievement
test pass with several steps during the preparation until it comes out in final form.

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Lila el-said Farhat (2001) argues that knowledge is one of the important goals for most programs of
Physical Education, which we must care about, it is an essential part of learning the skill and keeping
it, and raise its level of performance. Knowledge stage is the initial stage of learning motor skills and
the most important, through which students know the skill and its different dimensions, and that
helps to achieve the desired goal (5). And this was the answer for the first question.
Second result: the estimated levels of students in the electronic cognitive test:
Table (6)
The estimated levels of students in the electronic cognitive test
No.
1
2
3
4
5
6

the estimated levels of students in the

electronic cognitive test
Very weak: less than30%
Weak: less than50%
Acceptable: from50% to 64%
Good: from 65% to 74%
Very good: from 75% to 84%
Excellent: from 85% to 100%

N=394

Raw grade

frequency

Percentage%

Less than 12 grades

From 12 to less than 20
From 20 to less than 26
From 26 to less than 30
From 30 to less than 34
From 34 to 40

3
19
132
126
67
47

0.8
4.8
33.5
32
17
11.9

Figure (1)
The estimated levels of students in electronic cognitive test

It is clear from table (6) and figure (1) that (6) estimated levels were identified, where (3) students
with (0.8%) of the total sample were very weak, (19) students with (4.8%) of the total sample were
weak, (132) students (33.5%) of the total sample were acceptable, (126) students (32%) of the total
sample were good, (67) students (17%) of the total sample were very good, (47) students (11.9%) of
the total sample were excellent, which means that electronic cognitive test in handball has the ability
to show individual differences among students and classify them in terms of distinguishing between
students with high, medium and low level.
These results are consistent with what Miller 1994 referred to the cognitive tests used to determine
the status of students' knowledge in a short time as well as classified and when implementing the
curriculum educated evident in the field of teaching when answering test questions in a few minutes
(12). And this was the answer for the second question.

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The third result: significant of differences between males and females in the estimated levels of
the electronic cognitive test:
Table (7)
Significant of differences between males and females in the estimated levels of the electronic cognitive test

Estimated levels of the

electronic cognitive test
Very weak
weak
accepted
good
Very good
excellent

Males
N=180
number
%
1
0.6
8
4.4
60
33.3
63
35
27
15
21
11.7

Females
N=214
number
%
2
0.9
11
5.2
72
33.6
63
29.4
40
18.7
26
21.2

X2

Significance
level

2.03

0.84

X2 value with free degree (5) and level (0.05) =11.07

Figure (2)
Significant of differences between males and females in the estimated levels of the electronic cognitive test

It is clear from table (7) and figure (2) that there are no statistically significant differences between
males and females in the estimated levels of the electronic cognitive test in handball , where the
value of the calculated X2 (2.03 ) is less than the value of tabulated X2 (11.07) degree of freedom
(5) When the level of significance (0.05).
The researcher attributed this to the commitment of those who teach the basic principles of collective
games "handball" course taught through the characterization of the course and united the content,
methods of teaching and teaching aids for boys and girls, as well as the commitment of the research
sample in the presence of practical and theoretical lectures, which led to the convergence of the level
of cognitive achievement of male and female sample in the electronic test of Handball. And this was
the answer for the third question.
Conclusions:
1. Setting up electronic cognitive test for fundamental principles course of collective games handball
for Faculty of Physical Education students, Mansoura University, according to the scientific
foundations for setting up cognitive tests.
2. The electronic cognitive test in Handball with final form included (3) axes include (40) items, by
(5) to the axis of history with multiple choice, (22) to the axis of the basic skills (13) of them is right

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and wrong (9) is multiple choice, and (13) to the axis of rules of the game including (7) right and
wrong and (6) multiple choice.
3. The test included (18) items for knowledge level by 45% ;(5) to the axis of history (5) to the axis
of skills (8) to the axis of rules of the game, (6) for the level of comprehension by 15% ; (2) to the
axis of skills (4) to the axis of the rules of the game, (11) to the application level by 27.5%, all of the
axis of skills, and (5) to the level of analysis by 12.5% ; (4) to the axis of skills, and (1) to the axis of
the rules of the game.
4. The electronic cognitive test in handball can rely on it after ease and difficulty and discrimination
coefficient has been extracted, as well as the validity and reliability coefficient, for the test as a
whole and for each axis of the test axes.
5. Estimated levels of the electronic cognitive test in handball have been developed to know the level
of cognitive achievement for 2nd year students in handball.
6. There are no statistically significant differences between males and females in the estimated levels
of the electronic cognitive test in handball
7. The electronic cognitive test in handball represents evaluative method in the interpretation of the
cognitive level of 2nd year students in handball in accordance with the curriculum as a whole or
within the degrees of the year work.
Recommendations:
In the light of the outcomes of the search results the researcher recommends the following:
1. The use of electronic cognitive test designed periodically to evaluate the cognitive level in
handball for the students of the Faculty of Physical Education, Mansoura University, to save time
and effort in correcting and dump/unload the results.
2. Using estimated levels of electronic cognitive test under discussion in handball to identify the
cognitive level for students of Faculty of Physical Education.
3. Setting up electronic cognitive tests in handball for students of specialization and students of
various stages of education to take advantage of them in evaluating the cognitive level.
4. Helding cultural sessions for students on how to deal with electronic tests prior to use.
References:
1. Abu Ata, A.S.B., 2012. The effectiveness of a learing program using multimedia on the
development of some cognitive, affective and skillful aspects in handball for middle school students,
PhD, Faculty of sports Education, Mansoura University, PP : 6/1- 8/9.
2. Abu Dunia, N.A.N., 2008. the impact of using the educational bag to learn some handball skills
for the girls of the Faculty of Physical Education - Almonofiyah University, Master Thesis, Faculty
of Physical Education in Sadat City, Menoufia University, PP: 135/8- 173/12.
3. Azmi, N.G., 2008. E-learning technology, Cairo: Arab Thought House, PP : 304- 305.
4. Dapour, Y.M.H and Arbab, M.M.H., 1995. setting up a cognitive test for juniors in handball,
Scientific Conference of Human Development and Sports Economics, Volume II, Faculty of sports
Education for Boys in Cairo, Helwan University, PP: 447- 459.
5. Farhat, L.E., 2001. sporting cognitive measuring, book publishing center, Cairo, PP : 33

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6. Hamouda, M.K.A. and Salem, G.K., 2008. attack and defense in handball, Arab Thought House,
Cairo, PP: 11- 346.
7. http://emag.mans.edu.eg/index.php?page=news&task=show&id=137&sessionID=13 (19/6/2013)
(10 AM).
8. Ibrahim, M.G., 2004. Handball for all comprehensive training and skill excellence, Arab Thought
House, Cairo, PP: 7- 389.
9. Ismail, A.Z., 2009. E-courses, design - production - publication - application - evaluation, Cairo:
the world of books. Arab Thought House, PP : 393.
10. Ismail, K.A. and Hassanein, M.S., 2002. modern handball Quad, cognitive domain in handball,
cognitive domain tests, part (4), book center for publication, Cairo, PP: 49- 149.
11. Lee. Joyce & Others., 2006. Facilitating the development of a learning community in an online
graduate program. Quarterly Review of Distance Education. Vol. 7 . No. 1. PP. 13-3
12. Miller, D.K 1., 1994. Measurement by the physical. Why and how2 nd ed . Bron & Benchmark
, PP :190.
13. Mohammed, A.H.S., 2009. the effect of proposed educational program using the Internet on
some skills and cognitive variables in Handball for prep school girls in Minya, PhD, Faculty of
Physical Education, Minya University, PP : 4/3- 5/6.
14. Sho`ala, A.M.A., 2000. Educational Evaluation of the educational system, the Arab Thought
House, Cairo, PP : 21- 23.
15. Waterhouse. Shirley., 2003. The Power of E-Learning. The Past The Present and the Future; In:
Educational Technology Proceedings (ETEX. OMAN 2003). PP. 27-49. Centre for educational
technology. Sultan Qaboos University. Muscat. Sultanate of Oman. (20-22 October 2003).

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The Impact of Mental Practices of Motor Performance of Tennis Skills in Young

Boys and Girls
Khaled Said Hegazy 1, Amin Mohamed Sherif 2
1
2

Lecturer Physical Education Games Training Department, Faculty of Physical Education for Men, Alexandria, Egypt
Lecturer Physical Education Foundations Department, Faculty of Physical Education for Men, Alexandria, Egypt

Abstract
The aim of the present study was to investigate whether the mental practices of motor performance
can be useful or not in teaching tennis skills (forehand, backhand) at an elementary school. Thirty
eight tennis-novice (25 boys, 13 girls) participated in the study and were recruited from Franciscan
School, Abou Kier Alexandria. The subjects age ranged from 8 to 10 years. They were divided into
four groups as follows: a) two experimental groups (9 boys and 8 girls) attended 9 separate sessions
over three weeks (45 minutes each) and used mental training exercises pertinent to the forehand and
backhand tennis strokes, and b) two control groups (16 boys and 5 girls) which had received no
mental practice. A final evaluation of the forehand and backhand skills was carried out by two
expert tennis coaches using a scale ranging from 1-5 degree. Data were analysed using ANOVA with
repeated measurement to ascertain statistical differences in response to mental practice and between
boys and girls. The result showed a highly significant improvement in learning tennis skills between
the four subgroups (F=14,600; P=,000 for forehand and F=11,502; P=,000 for backhand).
Furthermore, Scheffe test showed that boys compared to girls, had achieved the highest improvement
in forehand and backhand strokes in response to the mental practice intervention. It was concluded
that mental practices of motor performance facilitated the learning of forehand and backhand tennis
skills particularly for boys.
Keywords: Mental Practice; Tennis
Introduction

he main objective of Physical Education in primary education, is to provide children with

positive and psychomotor experiences so that after their school graduation they will keep on
exercising throughout their whole life (Papaioannou et al, 1999).
Tennis is a pleasant activity for it contributes to the childs mental and physical balance and health,
promotes positive attitudes and, above all, is a sport that can be practiced for a lifetime (Patmanoglou
et al, 2008). However, many people find tennis is a difficult game to learn, often because the balls
used make the game too fast for the basic skills of a starter player. Players at starter level often find it
difficult to control the ball, and therefore lack the consistency to develop rallying skills (ITF, 2007).
The basis of tennis play is technique. Without a well mastered technique, all efforts of a coach in
furthering the development of the player are questionable. The greatest danger for a beginner in
tennis is learning a stroke in an incorrect way. Once the body learns a movement pattern it is hard to
unlearn it. Erasing an existing muscle memory and replacing it with a new one can be a frustrating
and painstaking process (Hegazy, 2012).
Therefore, tennis learning on mini courts is a valuable step to all ages as an introduction to playing
the full-scale game. All the skills used in regulation tennis- flat and top spin ground strokes, volleys,
lobs etc. can be developed. In fact, mini-courts are an ideal development tool for players of all
abilities. Skills, developed on the mini tennis court are easily transferable to full-size tennis.

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Furthermore, it offers a unique opportunity for tennis to attract innumerable new participants (ITF,
1997).
Mini tennis courts are approximately the size of a badminton court. A court can be made on any flat
surface. What kind of a racket one uses really does not matter too much as long as it is not too heavy
or the grip not too big. In addition to being enjoyable recreation, it is a natural way of spotting
aptitude for the game and can be used effectively in talent identification (ITF, 1997).
Particularly in professional tennis, psychological strategies are well-established and important tools
for improving performance. According to a survey by DeFrancesco and Burke (1997), professional
tennis players use strategies such as mental training, preparatory routines, relaxation training, goal
setting, and systematically structured self-talk to aid in their performance.
Comprehensive reviews of the mental training literature have demonstrated that imagery is a method
of mental practice efficient to the enhancement of sports performance and motor learning (Shaw &
Goodfellow, 1997; Gammage et al., 2000; Taylor & Shaw, 2002; Coelho et al., 2007; Meyers et al.,
1996; Vealey, 1994). Many more athletes and exercisers have begun using imagery not only to help
their performances, but also to make their experiences in sport and exercise settings more enjoyable
(Weinberg & Gould, 2007).
Therefore, to use imagery effectively Gill and Williams (2008) have suggested some strategies:
Practice imagery regularly, and develop it through training, and continued practice. Because imagery
is not a substitute for physical practice, but a skill to enhance practice and performance. In addition,
imagery combined with relaxation is more effective than imagery alone.
Since the schools in Egypt dont have tennis as an activity in the physical education curriculum and
few references have been found so far with regard to practice mental training with children,
specifically relaxation and positive imagery, the present study aims to apply tennis in the school and
specifically test whether the mental practice of motor performance can be useful or not in teaching
tennis skills to children.
Method and procedure
Participants
38 schoolchildren participated in the study (25 boys, 13 girls) from 3rd primary school of Franciscan
in Aboukeer, Alexandria, Egypt, aged 8-10 years.
Experimental Design
The study was carried out on the basis of teaching an interventional physical education program of
tennis at the above mentioned elementary school. The program was planned and implemented during
the school year 2012-2013 and its duration was approximately one month. There were four goups,
two experimental and two control groups.
Pupils of the experimental groups were taught tennis skills based on mental practices, specifically
(relaxation and positive imagery). In the control groups the pupils were taught the tennis skills
without mental practices. Nine lessons were designed according to the mental practices in the
available time settled by the school board. The intervention began on March 30th and was completed
on April 18th. The total duration of the training program, along with the final measurement, was
approximately four weeks. The frequency of the lessons was three times a week and took place
during the physical education lessons. The intervention program began according to the daily
teaching plan, i.e. introduction, warm-up (general-specific), main part,cooling-down and conclusion;
lessons had the same structure and content. What was different was the main part. For example, the

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pupils of experimental groups practiced mental exercises which included positive imagery and
relaxation during the drills for forehand and backhand. Whereas the control groups received normal
forehand and backhand exercises without mental practice (Table 1).
(Table 1)
Contents

The number of Units

Introduction
Warm-up (Generalspecific)
The main part for
learning and
practicing (Forehand
- backhand)
Cooling-down
Conclusion
Sum

9 Units

The experimental
group duration (with
mental practice)
3 min.

The control group

duration (without
mental practice)
3 min.

15 min.

15 min.

20 min.

20 min.

5 min.
2 min.
45 min.

5 min.
2 min.
45 min.

Measurement process
Measurements were conducted with the use of motor evaluation tests after the end of the practical
part, to evaluate the technical performance of forehand and backhand for the pupils in tennis.
Instruments
Motor test
The test-game with strokes against the instructor in the tennis field (performance technique in tennis)
was used to examine the effectiveness of the mental practice in teaching tennis skills (Forehand and
backhand). Participants were instructed to hit the balls against the instructor and then come back with
one bounce and be stroked again, as many times as possible in the mini tennis field. The strokes were
evaluated in termes of five steps (ready position- preparation- swing- impact- follow-up) by two
tennis experts. Each participant was evaluated regarding to his technique of forehand and backhand
using a scale from 1 to 5 degrees.
Results
The statistical package SPSS ver. 20 was used for the data analysis. Table (2) shows the means
scores of forehand and backhand for the experimental and control groups (boys and girls). Table (2)
specifically shows that the means of experimental boys for each of forehand and backhand scores
were the highest among the 4 groups (P=4.389).
Table (2)
Mean and Standard Deviation for scores of Forehand and Backhand by Group
Group
Experimental Boys (n=9)
Experimental Girls (n=8)
Control Boys (n=16)
Control Girls (n=5)

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Mean
Standard Deviation
Mean
Standard Deviation
Mean
Standard Deviation
Mean
Standard Deviation

Forehand
4,389
0,697
2,438
0,678
2,813
1,124
1,300
0,447

Backhand
4,389
0,697
2,438
0,678
2,531
1,360
1,300
0,447

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The results of ANOVA showed a highly significant differences between mean scores of the 4 groups
for forehand and backhand (F=14.600; P=0.000 for forehand and F=11.502; P=0.000 for backhand)
as shown in table (3).
Table (3)
Results of ANOVA test for forehand and backhand scores

Between
Groups
Within
Groups
Total
Between
Groups
Within
Groups
Total

Forehand

Backhand

Sum of
Squares

df

Mean
Squares

Significance

34,582

11,527

14,600

,000

26,845

34

,790

61,428

37

36,174

12,058

11,502

,000

35,642

34

1,048

71,816

37

Furthermore, Scheffes test showed significant differences confirming that experimental boys had the
best results being significantly higher than the means of the other 3 groups for both forehand and
backhand as shown in table (4). The only other significant difference existed between control boys
and control girls in favor of boys for forehand (P=0.021).
Table (4)
Results of Scheffes Pairwise Comparisons
dependant variable

Forehand
Experimental
Boys
Experimental
Girls
Control Boys
Backhand
Experimental
Boys
Experimental
Girls
Control Boys

Experimental
Girls
Control Boys
Control Girls
Control Boys
Control Girls
Control Girls
Experimental
Girls
Control Boys
Control Girls
Control Boys
Control Girls
Control Girls

Mean
Difference (IJ)
1,95139*

Standard
Error

Significance

,43177

,001

1,57639*
3,08889*
-,37500
1,13750

,37024
,49562
,38476
,50656

,002
,000
,813
,189

1,51250*
1,95139*

,45526
,49751

,021

1,85764*
3,08889*
-,09375
1,13750
1,23125

,42661
,57108
,44335
,58369
,52457

,002
,000
,997
,302
,159

,005

Discussion
The results of Scheffes test showed that experimental boys had the best results being significantly
higher than the means of the other 3 groups for both forehand and backhand, which indicates that the
mental practice has a positive influence on the performance of both forehand and backhand for
children specifically boys in tennis.
The result of the present study partially corroborates with those found in previous studies (Beilcock
et al., 2001; Cerin et al., 2000; Coelho et al., 2008) which claim that not all performance situations
could be improved by imagery, only those that do not require precision. Vealey and Greenleaf (1998)

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also reported greater imagery use among higher-level athletes than lower-level athletes. This is
because elite athletes have a clearer image of what an accurate skill should look like. Other
researchers suggested that the greater use of imagery by elite performers reflects a greater dedication
to their sport (Arvinen-Barrow et al., 2007). Furthermore, researchers have shown that mental
training is suitable for beginners as well as for performance optimization in intermediates and
experts, also for children and youths for the optimization of precision and quality of movement
(Irmenroth, 2003; Mayer & Herrman, 2009).
The only other significant difference has been found between control boys and control girls in favor
of boys (P=0.021). However, the experimental girls didnt show any significant improvement which
means that girls didnt respond to the mental practice.
These results indicate that the gender might have an influence on the improvement of learning tennis
skills (Forehand, backhand) by applying mental practice. In fact, there are no studies related to this
area that have been found.
Further research is therefore necessary to investigate the effects of sex on mental training in learning
sport skills. It would also be interesting to study whether there are gender differences in motivation
and the implementation of mental training, and if these produce different effects on performance.
A critical issue of the study is that the mental training exercises can be applied for more than nine
tennis lessons for a better learning of tennis skills.
As a conclusion, mental practice of motor performance helps building tennis skills for young boys
and girls particularly boys under 10 years old and provides a better solution in a context of a tennis
training program.
References
1. Arvinen-Barrow, M., Weigand, D., Thomas, S., Hemmings, B., & Walley, M. (2007). Elite and
novice athletes imagery use in open and closed sports. Journal of Applied Sport Psychology, 19, 93104.
2. Beilock, S.L., Afremow, J.A., Rabe, A.L., & Carr, T.H. (2001). Dont miss!: The debilitating
effects of suppressive imagery on golf putting performance. Journal of Sport Exercise Psychology,
23, 200-221.
3. Cerin, E., Szabo, A., Hunt, N., & Williams, C. (2000). Temporal patterning of competitive
emotions: critical review. Journal of Sport Sciences, 18, 605-626.
4. Coelho, R.W., Campos, W., Silva, S.G., Okazaki, F.H.A., & Keller, B. (2007). Imagery
intervention in open and closed tennis motor skill performance. Perceptual and Motor Skills, 105,
458-468.
5. Coelho, R.W., Oliveira, S., Elsangedy, H.M., Krinski, K., Colombo, H.,
Buzzachera, C.F., Campos, W., & Silva, S.G. (2008). The effect of imagery in the tennis service
precision and performance. Revista Brasileira de Cineantropometria & Desempenho Humano, 10(2),
176-183.
6. De Francesco, C., & Burke, K.L. (1997). Performance enhancement strategies used in a
professional tennis tournament. International Journal of Sport Psychology, 28, 185-195.
7. Gammage, K.L., Hall, C.R., & Rodgers, W.M. (2000). More about exercise imagery. Sport
Psychology, 14, 348-359.

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8. Gill, D.L., & Williams, L. (2008). Psychological Dynamics of Sport and Exercise. 3rd ed., Human
Kinetics.
9. Hegazy, K. (2012). The effect of mental training on precision tasks in tennis and soccer. A study
on educational technology. University of Konstanz, Germany. http://kops.ub.unikonstanz.de/bitstream/handle/urn:nbn:de:bsz:352192809/Last% 20dissertation.pdf?sequence=4.
10. Immenroth, M., Haasis, M., Mayer, J., & Eberspcher, H. (2003). Mentales Training im
Lebenslauf (I) Kinder. In J. Munzert, S. Knzell, H. Maurer, M. Reiser, N. Schott, & K. Zentgraft
(Eds.), Psychomotorische Entwicklung Sport und Bewegung im Lebenslauf (p. 65). Giessen: 35.
Jahrestagung der Arbeitsgemeinschaft fr Sportpsychologie.
11. ITF (2007). Play Tennis Manual, International Tennis Federation. ISBN 1-903013-32-1
ITF (1997). Mini-Tennis, International Tennis Federation.
12. Mayer, J., & Hermann, H.D. (2009). Mentales training: Grundlagen und Anwendung in Sport,
Rehabilitation, Arbeit und Wirtschaft. Heidelberg: Springer Medizin Verlag.
13. Meyers, A.W., Whelan, J.P., & Murphy, S.M. (1996). Cognitive behavioural strategies in athletic
performance enhancement. In M. Mersen, R.M. Miller, & A.S. Belack (Eds.), Progress in behaviour
modification (pp. 137-164). Pacific Grove, CA: Brooks/Cole.
14. Papaioannou, A., Theodorakis, I., & Goudas, M. (1999). For a better teaching of Physical
Education. Thessalonica: Publications SALTO.
15. Patmanoglou, S., Mantis, K., Digelidis, N., & Papapetrou, L. (2008). The command and selfcheck styles for more effective teaching of tennis at the elementary school. International Journal of
Physical Education, 45(1), 26-32.
16. Shaw, D.F., & Goodfellow, R. (1997). Performance enhancement and deterioration following
outcome imagery: testing a demand characteristics explanation. In I.M. Cockeril (Ed.), Cognitive
Enhancement in Sport and Exercise Psychology (pp. 37-43). 1st ed., Leicester: Blackwell Publishers.
17. Taylor, J.A., & Shaw, D.F. (2002). The effects of outcome imagery on golf-putting performance.
Journal of Sport Sciences, 20, 607-613.
18. Vealey, R.S. (1994). Current status and prominent issues in sport psychology interventions.
Medicine and Science in Sports and Exercise, 26, 495-502.
19. Vealey, R.S., & Greenleaf, C. (1998). Seeing is believing: Understanding and using imagery in
sport. In J.M. Williams (Ed.), Applied Sport Psychology: Personal growth to peak performance (pp.
237-269). 3th ed., Mountain View, CA: Mayfield.
20. Weinberg, R.S., & Gould, D. (2007). Foundations of Sport and Exercise Psychology. 4th ed.,
Champaign. IL: Human Kinetics.

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Patterns of Recreational Hobbies and Their Relationship to Optimism,

Pessimism and Social Communication for the Elderly
Mohammed Ibrahim Elzahbi Saeed 1, Nashaat Mohammad Ahmed Mansour 2, Hossam Abdelaziz
Mohammed Gouda 1
1
2

Lecturer in sport recreation department, faculty of physical education, Mansoura university of Egypt.
Lecturer in sport psychology department, faculty of physical education, Mansoura university of Egypt.

Abstract
The research aims to examine the relationship between patterns of recreational hobbies with
optimism , pessimism and social communication, the research team chose the sample randomly from
the elderly, and the total sample reached (349) persons; (193) males and (156) females, curriculum
descriptive was used to study the correlation relationships and the questionnaire (patterns of
recreational hobbies, optimism and pessimism, and social communication) prepared by the research
team were used as tools for data collection.
The most important results were that: The kinesthetic sensory hobbies are the most favorite
recreational hobbies for the elderly, There is a statistically significant relationship between patterns
of recreational hobbies with optimism and social communication for the elderly, There is no
statistically significant relationship between patterns of recreational hobbies and pessimism , There
is no statistically significant relationship between the technical professional hobbies and listening
skill, The high level of optimism and the level of social communication in recreational hobbies in the
elderly. The main recommendations: interest in providing recreational institutions that contribute to
the practice of the elderly for different hobbies and recreational activities, the development and
planning of recreation programs as a treatment to improve the mental and social health in the
elderly.
Key words: Elderly, Recreational hobbies, Optimism, Pessimism, Social communication.
Introduction and research problem:

ontemporary societies witness ongoing changes in its population formulations where the elderly
constitute a ratio that cannot be ignored, and as a result of increasing the number of this category
and the associated increase in leisure time, the interest in this category of various aspects to achieve
satisfaction in latest years life requires care of the behaviors of leisure time and recreational hobbies.
(6)
Recreational hobbies help the elderly to maintain their mental and physical health, solve problem,
make decisions and trend towards creation, to develop techniques and skills that can be used in the
restoration of compatibility and rehabilitation, also can be used as protective methods that free the
elderly from tensions and pressures, bringing them pleasure and happiness.
Optimism and pessimism affect in the formation of the elderly behavior, social relationships and
mental and physical health. optimist expects good and pleasure, succeed in achieving psychological
and social compatibility, looks at life positively ,be much brighter with the future and everything
around him, and has a good psychological and physical health, while the pessimist expects evil,
despair, failure and looks at life negatively.(4)
The study results of both Abdel Khalek, Ahmed. (2000)., Heinonen, K., (2005) and Charyton, C., et
al,. (2009),shows that optimism reduces the risk of health problems and that optimists are less

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anxious, ,more confident and able to make decisions and more creative. Also they showed a high
positive relation between optimism outlook and happiness. And optimism is associated positively
with control of pressures and facing them, self-esteem and compatibility, while the pessimism leads
to anxiety, low confidence and in ability to make decisions, depression, despair, feeling sadness and
social withdrawal.(1)(13)(8)
The study results of Garcia, L., Martimportugues, C. (2004) and Smith, A., et al (2004), shows high
level of satisfaction with life for the elderly through participation in leisure time various
activities(kinetic, artistic, mental and social) lower level of frustration and feeling
loneliness,.(10)(19)
At elderly social relations reduced gradually, the existing relations between the elderly and their
friends may weakened, so they desperately needs social communication, which provides them with
actual support love, care, sense of consolation, tranquility, and link of with a social group with
appreciation for them that gives them the ability to appreciate their self-esteem and confidence and
help them choose suitable adaptation strategies with the pressures of life with its difficulties and
developments.
social relations is one of the most important sources of happiness needed by the elderly in their lives
with friends, because it is one of the most important sources of social support and protection from the
impact of pressures of life as a whole.
Because of the importance of social communication in the elderly a team of researchers in Rush
University Medical Center, Chicago, the United States, has announced they found scientific proofs
shows that the elderly who have a higher level of activity and social communication, such as visiting
friends and attending family and social events, attendance at collective practices exhibit much lower
levels in the pace of deterioration of mental capacity and mental health, compared with their peers
the elderly who are not keen on the exercise.(20)
The relationship between recreational hobbies, optimism and social communication highlights in that
social support provided by family, friends and care homes is of great importance in the elderly
satisfaction about their lives, and with elderly there are factors that contribute to the good feeling
about life and these factors extend so as to include the type of recreational hobbies and social
relationships that they practice.
Through carrying out many studies and researches the research team has shown that most researches
interest with the practice of physical activity in elderly, the study of optimism and pessimism among
the elderly workers and retirees, the study of the relationship between social support and
participation in leisure time activities.
The research team did not find any studies that investigate the relationship between the variables of
the current research so the team conducts a study about recreational hobbies patterns and their
relationship to optimism, pessimism and social communication in the elderly.
Research aim:
Research aims to; study the nature of the relationship between patterns of recreational hobbies and
optimism, pessimism and social communication for the elderly, by answering the following
questions:
What types of recreational hobbies favorite among the elderly?.
Is there a statistically significant relationship between patterns of recreational hobbies and
optimism for the elderly?.

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Is there a statistically significant differences in the patterns of recreational hobbies and optimism
according to gender variable for the elderly?.
Is there a statistically significant relationship between patterns of recreational hobbies and
pessimism for the elderly?.
Is there a statistically significant differences in the patterns of recreational hobbies and pessimism
according to gender variable for the elderly?.
Is there a statistically significant relationship between patterns of recreational hobbies and social
communication for the elderly?.
Is there a statistically significant differences in the patterns of recreational hobbies and social
communication according to gender variable for the elderly?.
Research Terms:
The elderly: "Individuals aged beyond sixty as an extended gradual period in motor, mental
capacities and physiological, social and psychological changes compared to the previous stages of
age".*
Recreational hobbies: "Purposeful activities performed in leisure time self motivated and is
characterized by continuity and correlation length of time depends on the availability of a set of
overlapping capacities in the elderly.".*
Optimism: "An optimistic looks toward the future makes the individual expects the best and waits
for the occurrence of good and approaching to Success".(2)
Pessimism: "Negative expectation of events makes the person waits for the worst and expects the
evil and failure and disappointment".(2)
Social communication: "An interactive process where the transfer of a range of views or ideas or
emotions or beliefs from one individual to another or from one individual to the group through
symbols or signs or words or movements so as to achieve a particular goal".*
* Procedural definitions
Previous studies:
The study of Minhat, H., Amin, R (2012), target measuring the relationship between social support
and participation in certain activities of leisure time for the elderly and found that there is a
relationship between social support and participation in leisure activities. The activities of the elderly
in leisure time are classified into recreational, cognitive, social and productive activities. The most
common leisure time activities represented in relaxation, watching TV, reading, and least common
activities centered in the cognitive and recreational activities.(16)
The study results of Siqueira, V., et al (2011), show the existence of differences between the elderly
and adults in practicing physical activity for approximately (150 minutes) per week for the benefit of
the elderly and the existence of a positive correlation relation between the average of physical
activity in leisure time with gender, age and education methods.(18)
Jouni L., et al. (2011), conducted a study in order to track changes in leisure physical activity after
retirement age for the elderly and the results of the study found increase in the average of practicing
physical activity in leisure time for elderly males, the importance of practicing physical activity in
leisure time after retirement age.(14)

* Procedural definitions

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El-Gendy, Nabil. (2008), conducted a study in order to know the reality of depression for the elderly
in the Palestinian environment, and the relationship of depression with both optimism and
pessimism, and the most important results were the existence of a positive relationship between
depression and pessimism and an inverse relationship with optimism. a high spread of depression for
the ordinary elderly in Palestinian environment.(9)
The study results of Qora, Ahmad. (2006), show the importance of social status and life satisfaction,
feeling good about life increased after retirement with increase in regular participation in aspects of
sport activities for all.(17)
The study of Hawkins, B., et al. (2004), targeted disclose the contribution of leisure time in
satisfaction of life for the elderly in both the United States and Australia, its findings reached to the
presence of statistically significant differences between the two countries in all the measurements
and the impact of gender on participation in leisure time activities as well as the existence of
differences in the age groups for both feeling good about life and participation in leisure-time
activities.(12)
Najwa Aleihfofy (2004), conducted a study aimed at identifying the relationship between optimism
and pessimism among the elderly retirees and working beyond retirement age and the relationship
between optimism and pessimism and some social _ demographic changes , and results demonstrated
that elderly workers after retirement age, more optimistic and less pessimistic than their counterparts
retirees and the greater the number of friends and the large size of the family the greater the level of
optimism among the elderly.(3)
The study results of Bowling, A., et al. (2002), show that the demands of the elderly were to
establish a network of relationships and social activities and emphasize the importance of prevention
of loneliness and isolation, and their desire to encourage creative thinking and enhance personal
skills to cope with aging and maintain health.(7)
The study results of Stathi, A., et al (2002), indicate that regular physical activity contributes to the
psychological health of the elderly, investment of leisure time, positive trend towards life and avoid
social isolation.(21)
A study by Inas Ghanem, (2001) with the aim of building a measurement of recreational culture for
the elderly between the ages of (60-90) reached to building a scale of recreational culture for the
elderly, elderly perceived recreational activity aims, required capacities to achieve recreational
activity, recreation and elderly health and recreational activity types(culture, religious, sports,
artistic, social).(11)
Lian, W.,et al (1999), conducted a study aimed at knowing the association between leisure-time and
physical activity for the elderly in Singapore, and the most important results were elderly male
exercising physical activities more than females , a link between leisure time investment and
practiced individuals and family support.(15)
Research procedures:
Research Methodology:
The research team used the descriptive method by correlative relations study manner with its steps
and procedures.
Population and research sample:
The current research population is the elderly (60) years and over, and those who frequently visit
clubs and youth centers of cities and the residents of caring houses in Dakahlia Governorate.
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The research team selected the sample randomly, the survey was on (45) individuals were excluded
from the core sample, and by this the basic sample included (349) individuals; with(193) males at
percentage (55.30%) and (156) Females at percentage (44.70%), from (4) caring houses for the
elderly and (18) clubs and youth centers cities of Dakahlia with an average age of (62) years and
average income (1000: 2000) LE, and average qualified education (average education and higher), as
illustrated in table(1).
Table (1)
Describing the research sample
Gender
Study Type

Institution recreational

Male

Number
Elderly caring houses
Clubs
Basic study
Youth centers
Sum
Prospective study
Diverse
Total

4
8
6
18
5
23

29
105
59
193
28
221

Female
Percentag
e
67,40%
53,30%
54.10%
55,30%
62.20%
56.10%

Number

Percentage

14
92
50
156
17
173

32,60%
46,70%
45,90%
44,70%
37,80%
43,90%

Elderly
Total
43
197
109
349
45
394

Data collection tools:

The research team in collecting data used the following tools; questionnaire forms (recreational
hobbies), (optimism and pessimism) and (social communication) _ designed by the research team _
through access to some data collection tools in the scientific literature related to recreation,
psychology and sociology sciences and the field of elderly persons, studies such as Inas Ghanem,
(2001) (11), Bowling, A., et al (2002) (7), Hawkins, B., et al. (2004) (12), Garcia, L., Marti, C (2004)
(10), Aleihfofy, Najwa (2004) (3), El-Gendy, Nabil (2008) (9), and through personal interview and
the World Wide Web of the Internet, they are:
A questionnaire form (recreational hobbies): (3) patterns have been identified include (24) items
for recreational hobbies favorite among elderly by (8) items for mental intellectual hobbies
pattern, (8) for professional technical hobbies pattern and (8) for sensory motor hobbies pattern.
A questionnaire form (optimism and pessimism); (2) dimensions have been identified with (20)
items about recreational hobbies and looking at life and the future for the elderly by (10) items for
optimism , (10) items for pessimism.
A questionnaire form (social communication); (2) dimensions have been identified with (20)
items about communication skills in the elderly by (10) items for talk and dialogue, (10) for
listening and hearing.
Questionnaire forms were presented with all its dimensions, patterns and items to some experts in the
field of recreation, psychology and sociology, to express an opinion on the appropriateness of
patterns, dimensions and items.
Based on experts opinion some paragraphs have been re-worded in questionnaire forms (recreational
hobbies) and (social communication), and the relative importance of experts opinion in questionnaire
forms (recreational hobbies) and (optimism and pessimism) reached (100.00 %), and questionnaire
form (social communication) reached (85.00%).
The prospective study:
The research team conducted a prospective study on a sample of (45) individual from outside the
core sample and from within the research population in the period from (5/1/2013) to (15/1/2013),
and aimed to know the clarity of the instructions for data collection tools, items formulation
suitability for comprehension level of the sample and conduct scientific coefficients. The results

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showed the clarity of instructions, items formulation suitability for the comprehension level of the
sample, scientific coefficients were conducted for data collection tools.
Scientific coefficients for data collection tools:
The research team used the internal reliability method using simple Pearson correlation to find
validity and Alpha-cronbak coefficient to calculate the reliability of the data collection tools as
follows:
Table (2)
The correlation coefficient between the total degree of the dimension and the total degree of the questionnaire
(n = 45)
N

Questionnaire Type

Recreational Hobbies

Optimism and Pessimism

Social Communication

Dimension
Mental intellectual hobbies
Professional technical hobbies
Sensory motor hobbies
Optimism
Pessimism
Dialogue
Listening

Correlation value
*0.862
*0.854
*0.821
*0.835
*0.689
*0.866
*0.804

** Correlation is significant at the (0.05) level = (0.304)

Table (3)
The correlation coefficient between the item degree and the total degree of the dimension (n = 45)
social communication
Dialogue
*0.563
*0.634
*0.579
*0.638
*0.644
*0.721
*0,509
*0.614
*0.576
*0.618
Listening
*0.513
*0.733
0.255
*0.585
*0.572
*0.734
*0.785
0.272
*0.746
*0.659

item
1
2
3
4
5
6
7
8
9
10
item
1
2
3
4
5
6
7
8
9
10

Optimism and Pessimism

Optimism
item
*0.923
1
*0.843
2
*0.740
3
*0.914
4
*0.863
5
*0.720
6
*0.889
7
*0.810
8
*0.814
9
*0.941
10
Pessimism
item
*0.605
1
*0.695
2
*0.653
3
*0.716
4
*0.826
5
*0.962
6
*0.671
7
*0.691
8
*0.736
9
*0.543
10

Recreational Hobbies
Mental intellectual hobbies
*0.730
*0.734
*0.760
*0.828
*0.781
*0.708
*0.705
*0.862
Professional technical hobbies
*0.873
*0.665
*0.943
*0.872
0.269
*0.878
*0.995
0.271
Sensory motor hobbies
*0.571
*0.646
*0.552
*0.878
*0.958
*0.640
*0.646
*0.684

item
1
2
3
4
5
6
7
8
item
1
2
3
4
5
6
7
8
item
1
2
3
4
5
6
7
8

** Correlation is significant at the (0.05) level = (0.304)

From Tables (2) and (3), it is clear: That there is a statistically significant correlation between the
item degree and the total degree of the dimension, and between the total degree of the dimension and

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the total degree of the questionnaire, as the value of (C) calculated larger than Tabulated value at
level of significance (0.05), which refers to the sincerity of questionnaire forms.
Table (4)
The value of questionnaire reliability (n = 45)
N

Questionnaire Type

Recreational Hobbies

Optimism and Pessimism

Social Communication

Dimension
Mental intellectual hobbies
Professional technical hobbies
Sensory motor hobbies
Recreational Hobbies Total
Optimism
Pessimism
Optimism and Pessimism Total
Dialogue
Listening
Social Communication Total

Reliability value
*0.791
*0.880
*0.893
*0.849
*0.701
*0.668
*0.672
*0.767
*0.847
*0.865

** Correlation is significant at the (0.05) level = (0.304)

From the previous table (4), it is clear: The value of the Cronbach alpha coefficient (0.849) for the
recreational hobbies questionnaire, (0.672) for the optimism and pessimism questionnaire, and
(0.865) for the social communication questionnaire, which indicates the stability of the
questionnaire.
After doing Scientific coefficients, (4) items have been deleted by (2) from recreational hobbies
questionnaire to be (22), and (2) from social communication questionnaire to be (18) ,and (20) in
optimism and pessimism questionnaire, as shown in table (5).
Table (5)
Items number in questionnaire forms
N

Questionnaire Type

Recreational Hobbies

Optimism and
Pessimism

Social
Communication

dimension
Mental intellectual
hobbies
Professional technical
hobbies
Sensory motor hobbies
Recreational Hobbies
Total
Optimism
Pessimism
Optimism and Pessimism
Total
Dialogue
Listening
Social Communication
Total

preliminary number of
items

deleted number of
items

Final
number of
items

24

22

10
10

0
0

10
10

20

20

10
10

0
2

10
8

20

18

Basic study:
After reassuring scientific coefficients for validity and reliability questionnaires were applied in the
period from (11/2/2013) to (14/3/2013), after the completion of the application process data have
been collecting, organizing, dumping and scheduling to conduct the appropriate statistical treatments.
Statistical treatments:
The research team used the statistical program SPSS, the following statistical treatments have been
used: the arithmetic mean, standard deviation, comparing averages, the simple Pearson correlation.
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Results:
To achieve the goal of the research and in response to the questions raised, and within the research
sample and the methodology used, the research team shows their findings classified as follows:
- Patterns of recreational hobbies favorite among the elderly:
Table (6)
Order of favorite recreational hobbies patterns in the elderly
N
1
2

Type
Male
Female
Total

Number
193
156
349

Mental intellectual
hobbies
Mean
SD*
Order
15.45
3.15
1
15.22
3.18
2
15.34
3.16
2

Professional technical
hobbies
Mean
SD*
Order
9.38
2.31
2
10.42
2.67
1
9.84
2.53
3

Sensory
kinetic Hobbies
Mean
SD*
Order
17.11
3.21
1
16.01
3.02
2
16.62
3.17
1

Figure (1)
Means values for patterns of recreational hobbies and optimism,
Depending on the type of the elderly

- The relationship between patterns of recreational hobbies and optimism:

Table (7)
The value of the correlation between patterns of recreational hobbies and optimism in the elderly
N
1
2
3

Patterns Recreational Hobbies

Mental intellectual hobbies
Professional technical hobbies
Sensory kinetic Hobbies
Total Recreational Hobbies

Optimism
0.234**
0.163**
0.375**
0.341**

P Value
0.000
0.002
0.000
0.000

** Correlation is significant at the (0.05) level.

- Differences in the patterns of recreational hobbies and optimism depending on the type of the
elderly:
Table (8)
Comparison of averages of recreational hobbies patterns and the level of optimism in the elderly
N

Patterns Recreational Hobbies

1
2
3

Mental intellectual hobbies

Professional technical hobbies
Sensory motor hobbies

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Males
Low optimism High optimism
13.21
15.62
8.79
9.42
14.86
17.28

Females
Low optimism High optimism
12.50
15.44
8.83
10.55
13.00
16.26

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Figure (2)
Means values for patterns of recreational hobbies and optimism, depending on the type of the elderly

- The relationship between patterns of recreational hobbies and pessimism:

Table (9)
The value of the correlation between patterns of recreational hobbies and pessimism in the elderly
N
1
2
3

Patterns Recreational Hobbies

Mental intellectual hobbies
Professional technical hobbies
Sensory kinetic Hobbies
Total Recreational Hobbies

Pessimism
0.045*
0.096*
-0.002*
0.055*

P Value
0.398
0.074
0.969
0.304

* Correlation is not significant at the (0.05) level.

- Differences in the patterns of recreational hobbies and pessimism depending on the type of
elderly:
Table (10)
Comparison of the averages of recreational hobbies patterns and the level of pessimism in the elderly
N

Patterns Recreational Hobbies

1
2
3

Mental intellectual hobbies

Professional technical hobbies
Sensory motor hobbies

Males
Low Pessimism High Pessimism
15.49
15.10
9.30
10.00
17.17
16.62

Females
Low Pessimism High Pessimism
15.15
15.54
10.37
10.64
15.91
16.46

Figure (3)
Means values for patterns of recreational hobbies and pessimism depending on the type of the elderly

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- The relationship between patterns of recreational hobbies and social communication:
Table (11)
The value of the correlation between patterns of recreational hobbies and social communication in the elderly
Patterns
Recreational Hobbies

N
1
2
3

Mental intellectual hobbies

Professional technical hobbies
Sensory motor hobbies
Total Recreational Hobbies

Social
Communication
C. Value P. Value
0.217**
0.000
0.139**
0.009
0.290**
0.000
0.285**
0.000

Dialogue
C. Value
0.214**
0.178**
0.319**
0.311**

P. Value
0.000
0.001
0.000
0.000

Listen
C. Value
0.163**
0.057
0.179**
0.179**

P. Value
0.002
0.057
0.001
0.001

** Correlation is significant at the (0.05) level.

C. Value = Correlation value.

- Differences in the patterns of recreational hobbies and social communication depending on

the type of the elderly:
Table (12)
Comparison of averages of recreational hobbies patterns and the level of social communication in the elderly
N

Patterns Recreational Hobbies

1
2
3

Mental intellectual hobbies

Professional technical hobbies
Sensory motor hobbies

Males
Low Social
High Social
Communication Communication
13.69
15.57
8.38
9.45
15.31
17.24

Females
Low Social
High Social
Communication Communication
12.00
15.41
8.78
10.52
13.11
16.18

Figure (4)
Means values for patterns of recreational hobbies and social communication depending on the type of the elderly

20
17.24
18

15.31

15.41

15.57

16.18

16
13.69
14

13.11
12

12
8.38

10

9.45 8.78

10.52

8
6

Males low so cial

communication
Male hig h social
communication
Females low social
communication
Female high social
communication

4
2
0
mental intellectual
hobbies

professional technical
hobbies

Sensory kinetic
Hobbies

Discussion of the results:

From table (6) and figure (1); It is clear that: kinesthetic sensory hobbies are the most favorite
recreational hobbies among the elderly, followed by intellectual mental hobbies then professional
technical hobbies, this may be due to the fact that practicing kinesthetic sensory hobbies contributes
in maintaining the health and raise the efficiency of vital organs and increase the ability of
performance by quality and quantity and learn the art of dealing with others and increase the sense of
family interdependence by attending family events and parties, and this is consistent with the results
study of Lian, W., et al (1999)(15), in that elderly males practice physical activities more than
females, and this differs with Oways , Mossad (2008)(5), study and of Minhat, H., Amin, R

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(2012)(16),what found a variety of recreational hobbies fields and leisure time activities for the
elderly.
From table (7); It is clear that: the existence of a positive correlation with statistical significance
between patterns of recreational hobbies and optimism for the elderly at the level of significance
(0.01),this may be due to the fact that the main objective for practicing recreational hobbies is
happiness and pleasure, recreational hobbies considered emotional case accompany the elderly as a
result of feeling good about life and their feelings associated with positive support for self-image,
acceptance and success and recovery, participating in recreational activities that contributes in
achieving life satisfaction in the elderly. And this is consistent with the study results of Aleihfofy,
Najwa (2004)(3), in that the level of optimism in the elderly increases by the exercise of different
hobbies and study results of Qora, Ahmad. (2006)(17), that the increasing of regular participation in
recreational activities increases the degree of feeling good about life.
From table (8) and figure (2); It is clear that: elderly male practitioners for intellectual mental
hobbies and kinesthetic sensory hobbies are more optimistic, this may be due to the increased
volume of leisure time in this age provides the opportunity to practice many hobbies and activities
that satisfy the motor and mental needs of the elderly male and consistent with their characteristics
for the purpose of preserving the healthy jobs and mental capacities, movement and activity are
among the main motivations for activities characterized by objectivity and selectivity to achieve
psychological and social balance and return them with satisfaction. This is consistent with the study
results Jouni L., et al. (2011)(14), in increasing the average of practicing physical activity in leisure
time for the benefit of the elderly males.
Elderly female practitioners of professional technical hobbies are more optimistic, this may be due to
the fact that these hobbies offer many recreational activities that suit the interests, readiness and
capabilities of female because it includes aesthetic tasting and provide opportunities for creativity
and innovation.
From Table (9); It is clear that: there is no statistically significant relationship between patterns of
recreational hobbies and pessimism for the elderly. This may be due to the lack of regular practicing
of recreational hobbies leads to a lack of movement and obesity, which leads to fatigue, stress and
the likelihood of injuries and various diseases and body injury with overall weakness and all are
reasons for not feeling energetic and full of despair that afflict the elderly. This is consistent with the
study results of El-Gendy, Nabil (2008)(9), in the presence of a positive relationship between
depression and pessimism.
From table (10) and (Figure 3); It is clear that: the elderly (male and female) who do not prefer
recreational hobbies with its 3 patterns are more pessimistic, which may be due to the variability and
lack of continuity in practicing recreational hobbies as a result of the stress of everyday life and the
search for work to improve the quality of life for elderly males retired after working age and concern
for the elderly females in the household in addition to the limited number of hours of practice
recreational activities and hobbies that increased tensions, stress and nervousness.
From table (11); It is clear that, the existence of a positive correlation with statistical significance
between patterns of recreational hobbies and social communication for the elderly at significance
level (0.01),this may be due to the fact that practicing recreational hobbies for the elderly is in the
collective form through participation in activities by dialogue , watch and listen. This is consistent
with the study results of both of Minhat, H., Amin, R (2012)(16), in the existence of a relationship
between social support and participation in leisure time activities.
The lack of statistically significant relationship is clear between the professional technical hobbies
and listening for the elderly, this may be due to that professional technical hobbies is a kind of

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human activities which represented in the elderly connect their emotions and feelings to others
through integration and interaction fully in those hobbies, making it difficult to focus and attention to
other issues and things for the moment of exercise.
from table(12) and Figure (4); It is clear that convergence degree of social communication for the
elderly (males and females) practitioners of the professional technical and intellectual mental
recreational hobbies ,this may be due to the possibility of practicing those hobbies individually or
collectively in the family and with friends, as well as the availability of equipment and tools
necessary for practicing and low cost .this is consistent with the study results Bowling, A., et al.
(2002)(7), in that the elderly demands are the establishing of relations network and social activities
and the desire in creative thinking and enforcing self skills to maintain health.
Elderly male's practitioners of kinesthetic sensory hobbies are more capable of social
communication; this may be due to the fact that practicing of those hobbies occurs in many
recreational institutions characterized by the participation of the elderly, where the desire in the
presence of the elderly with their counterparts is of the strongest humanitarian desires of social
nature. This is consistent with the study results of of Stathi,A., et al (2002)(21), in that regular
physical activity contributes in consuming leisure time and avoiding social loneliness.
Conclusions:
1. The kinesthetic sensory hobbies are the most favorite recreational hobbies for the elderly.
2. There is a statistically significant relationship between patterns of recreational hobbies and
optimism for the elderly.
3. The level of optimism is high among elderly male's practitioners of Intellectual mental Hobbies
and kinesthetic sensory hobbies ,and among elderly female's practitioners of professional technical
hobbies.
4. There is no statistically significant relationship between patterns of recreational hobbies and
pessimism for the elderly.
5. Level of pessimism is similar among the non-practitioners elderly of recreational hobbies.
6. There is a statistically significant relationship between patterns of recreational hobbies and social
communication for the elderly.
7. There is no statistically significant relationship in the technical professional hobbies and listening
for the elderly.
8. The high level of ability to communicate socially in kinesthetic sensory hobbies for elderly males.
9. Different level of ability to communicate socially in professional technical and intellectual mental
hobbies in the elderly.
Recommendations:
1. In light of the results, and the importance of the elderly in the community, the research team
recommends the need to develop a strategy for their care as follows:
2. Investment leisure time in the elderly and raising awareness of the importance of recreational
hobbies.
3. Interest in providing recreational facilities that contribute to the practice of the elderly for hobbies
and different recreational activities.
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4. The development and planning of recreation programs as a treatment to improve the mental and
social health in the elderly.
5. The provision of integrated care programs for the elderly, at nominal prices and activated them by
advertising and how to make use of them.
6. Provide social recreational activities programs for the development of communication skills and
social interaction in the elderly.
7. Attention to the composition of the Friends of the elderly association to adopt their issues and
problems and detect their potentials, and work to solve their problems.
References:
1. Abdel Khalek, Ahmed. (2000), optimism and pessimism reviewing Arab studies, Journal of
Psychology, volume(56), Cairo, the Egyptian General Authority for the book.
2. Alawy, Mohamed. (2012), The psychology of sport and physical exercise, Cairo, Elmadany Press.
3. Aleihfofy, Najwa. (2004). optimism and pessimism among the elderly retirees and workers after
retirement age, Journal of Arab Studies in Psychology, Volume (3),Issue (4), Cairo, Zainab Printing,
Publishing and Distribution.
4. Al-Moussawi, Abdul Aziz., Alancoche, Halim, (2011). optimism - pessimism among the students
of the University of Qadisiyah, Journal of Qadisiyah in Arts and Education Science, Volume (10),
Issue (1_2), pp164.
5. Aweys, Mossad. (2008), Recreation and leisure time_ a message to young people over sixty,
Cairo, Aweys Foundation for Social Studies and Research.
6. Bahgat, Walid. (2007 January). The impact of a proposed program of recreational Sport on the
psychological and social situation of a sample of elderly over the age of (45) years old. Available at:
http://www.bishahcoll.edu.sa/portal/news.php?action=view&id=16 Accessed (May 21, 2013).
7. Bowling, A., Gabriel, Z., Banister, D and Sutton, S. (2002). Adding Quality to Quantity: Older
Peoples Views on their Quality of Life and its enhancement. ESRC:
University of Sheffield.
8. Charyton, C., Hutchinson, S., Snow, L., Rahman, M. and Elliot, J. (2009). Creativity as an
Attribute of Positive Psychology: The Impact of Positive and Negative Affect on the Creative
Personality. Journal of Creativity in Mental Health, Volume (4),
Issue(1), pp57-66.
9. El-Gendy, Nabil. (2008). Aging depression and its relationship to optimism and pessimism among
a sample of elderly in Khalil governorate in Palestine, Al-Azhar University magazine in Gaza
(Humanities series), Volume (10), Issue (1).
10. Garcia, L., Martimportugues, C. (2004). A structural Mode of the effects of organized leisure
activities on wellbeing of older adults in Spain, Activities, Adaptation and Aging, Volume (28),
Issue (3).
11. Ghanem, Ines. (2001), building measurement for recreational culture for the elderly in Giza
Governorate, Ph.D, Faculty of sports Education for Girls, Zagazig University.
12. Hawkins, B., Foose, A., and Binkley, A. (2004). Contribution of Leisure to the Life Satisfaction
of Older Adults in Australia and the United States. World Leisure Journal, Volume (46), Issue
(2).ISSN 1607-8055, pp4-12.

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13. Heinonen, K., Raikkonen, K. and Keltikangas, L.(2005). Self-esteem inearly and late
adolescence predicts dispositional optimism pessimism in adulthood: A(21) year: longitudinal
study , personality and individual differences, Volume (39), Issue (3), pp511-521.
14. Jouni L., Mikko L., Eero L and Ossi R. (2011). Changes in leisure-time physical activity after
transition to retirement: a follow-up study. International Journal of Behavioral Nutrition and Physical
Activity, Volume (8), Issue (36). doi:10.1186/1479-5868-8-36.
15. Lian, W., Gan, G., Pin, C., Wee, S, and C Ye , H. (1999), Correlates of leisure-time physical
activity in an elderly population in Singapore. Am J Public Health. October, Volume (89), Issue
(10).ISSN 15781580.
16. Minhat, H., Amin, R (2012). Social Support And Leisure Participation Of Elderly In Malaysia.
The Internet Journal of Geriatrics and Gerontology. Volume (7), Issue (1) DOI: 10.5580/2a6d.
17. Qura, Ahmed. (2006), The relationship between the regularity of participation in aspects of sport
activities for all and life satisfaction for retired from work, Ph.D, Faculty of sports Education for
Boys, Al-Haram, Cairo, Helwan University.
18. Siqueira, V., Facchini, L., Silveira, S., Piccini, X., Tomasi, E., Hallal, C. (2011). Leisure-Time
Physical Activity Among Adult and Elderly Individuals in Brazil: A Countrywide Analysis, Journal
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20. Sndakja, Hassan. (2011 May). social communication is an important means to activate the neural
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21. Stathi, A., Fox, K. R., and McKenna, J. (2002). Physical activity and dimensions of subjective
well-being in older adults. Journal of Aging and Physical Activity, Volume (10),Issue (1), pp76- 92.

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The leadership Behavior of the Coach and its Relationship to some Psychological
Skills with some Individual Sports Activities Players
Nevin Asaad Youssef 1
1

Lecturer, Department of Educational, psychological and social Sciences, Faculty of Physical Education for Girls, Alexandria
University, Egypt.

Abstract
The research aims to recognize the relationship between coach`s leadership behavior and some
psychological skills "the ability of mental imaginary The ability of attention concentration- the
ability of relaxation- the ability of facing anxious- self confidence- sports achievement motivation"
with the individual sports activities players (under discussion).
The descriptive survey method was utilized on a sample of (58) first class players(high level) in some
individual sports activities "Boxing- Wrestling- Judo- taekwondo- Swimming- Track and Field
Athletics, their ages ranged from 20-28 years old , from some of Alexandria Governorate clubs , they
were divided to (42) players to carry out main study and (16) players for pilot study application.
The researcher utilized Allawyss sports coach`s leadership behavior scale, and modified some
phrases to be appropriate with individual games players, psychological skills test.
The results indicated that the group which distinguished with (high training and guiding- high social
estimate- activation- high judgment- high democratic behavior facilitate of sports performanceinteresting of health sides) of the coach that the low level group in the same dimensions in the
psychological skills test , the group with the high authoritarian behavior has distinguished in some
psychological skills and there is a positive relationship between coachs leadership behavior and all
psychological skills test , while there was a negative relationship between the authoritarian behavior
of the coach and all psychological skills under discussion.
Introduction:

eadership considered one of the topics which has a lot of attention from researchers in the human
behavior field as general and sports psychology in particular they constitute a significant
contributing factor in determining the interactions within the group and this contribution either to
help the group to achieve its goals and either prevent achieving those goals through appearance of
constraints resulting from inadequate management.
There are many coaches use more than a pattern of behavior in the leadership process, but some of
them characterized by a particular style or specific behavior preferably used in many leadership
situations.
Leaders behavior must be adapted to the leadership situation and modified to suit the personnel in
the context of a specific time to address or face a certain situation, where studies indicate leadership
behavior that there is an important dimension determines the effectiveness of this behavior is (the
situational Approach) any position properties are determined by the types of behavior required of the
commander in order to achieve his effectiveness (11 :42, 59)
The role of leadership major social play commander during its interaction with the members of the
group, and is a role that does have the ability to influence others and guide their behavior in order to
achieve the goal of the group. (4: 301)

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According to researchers opinion ,the physical activity aimed at helping the player to achieve
maximum performance within its capabilities, and achieve the highest level of mental health, which
invited professionals to pay attention to the applications of psychology in sport in order to acquire
the players psychological skills (the ability to imagine , relax , focus attention , face the anxiety,
confidence esteem and achievement motivation sports), which qualifies them to cope pressures
associated with training and athletic competition and achieve maximum performance within the
limits of their abilities, and because of the close correlation between these skills, to develop one
contributes in the development of the rest of the skills.
Lot of coaches are keen on correcting performance errors to increase training dose for the players,
while the real problem due to lack of psychological skills and not a lack of physical skills, gymnast
when relaxation in one of sports competitions, it needs to much more than the estimated physical,
because sports competitions are only test position for each of the physical and mental ability of the
player. (3: 79, 80)
Although the coaches aware of the importance of mental preparedness for good performance, but
they spend little time in helping athletes psychological preparedness and which is (10%) only the
probability of winning
Most of the exercises players aiming to improve their physical abilities and skills, while not devoted
so little time to improve their psychological skills, this despite their awareness of the importance of
psychological skills and the importance of the psychological aspect in determining the outcome
matches, as well as the importance of preparedness and skill physical, it is often the winning team is
the most psychologically prepared (13:117)) (3:79)
Importance of psychological skills is shown in helping athletes to show the best of their abilities
physical, and instruct coaches, athletes and experts sports to how to teach and apply those skills
which are important variables in programs for improving performance, and show the best ability of
the players both physically and psychologically in the situations of training and competition. ( 6 :
125, 126)
According to researchers opinion to study leadership in the field of sports are two aspects, the first is
a personal trainer sports and abilities, knowledge and experience, and the second is in the behavior of
the coach sports in terms of style and approach to work and a sense of the feelings of others, and
leadership phenomenon depends on the particular position offers the opportunity for the coach
appearance with regardless of his personal characteristics.
The ability to imagine mental in the sports field is considered one of the important variables which
reflects the impact of mental training on performance and which are used in order to reflect the
performance by reviewing the skill mentally includes eliminate errors by imagining the correct
skilful performance, so most of them have a clear idea of the key aspects of the implementation of
skill can by mental visualization compared their responses to performance optimization and then
correct incorrect responses. (1:149)
The successful coach - as a leader - is expected to give the team the future vision and knows very
well how to translate this vision into reality, allowing access for every athlete on the maximum
opportunity for success, and it is important to undertake coach in turn create both social and
psychological environment for the team members, The role is not only the development of physical
skillful abilities. (3: 375)
There is a specific patterns and dimensions determining the leader behavior can be seen easily
through the process of leadership and that is reflected in the behavior and actions of the commander
clearly, and it can be classified style leader style to many patterns or styles of leadership, including

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(leadership dictatorship - leadership autocratic - Democratic leadership - leadership of humanity - the
leadership of non-interference). (19-11)
Researchers opinion that leadership means the ability to exercise some sort of influence on
behavior of the group, the need for the leadership show when they pass the group crisis or run
risk of a specific and can not get rid of it, and here show the need for the leader, as that was
group to threaten internal or external leads to the union and cohesion of the group under
leadership of a powerful.

the
the
the
the

The coach is an effective source in the transfer knowledge and experience to the players so it must be
characterized by the attributes of sports leader and role model who, exemplary and to ensure personal
sports special little sports and their access to the highest possible level. (8: 21). The correlation
player blacked out and trainer and familiarity intellectual Avidity is to, only who fought field, as the
player's attempt to imitate coach in some respects such as personal way to speak and make way with
talk is one of the things that can be observed. (7: 15).
The behavior of coaches in leadership is an
important factor and the psychological effect on output of the players. (26: 4)
And consequently leadership means what behavior is behavior patterns adopted by the leader to help
his group to accomplish its duties and satisfy their needs. (3:38) The behavior determined of leaders
in interest two Dimensions of behavior one attention to performance and production, "building
structures", and other interest relations and feelings of humanity "account", and can be characterized
by the commander high grades in them, or they may be grades on one high and the other low. (2:
185)
The importance of research is that providing athletes with the most important psychological skills
that may occur as a result of the leadership behavior, it also offers them a clear vision of those
aspects and psychological variables that felt by athletes during the training process, according to the
researcher`s knowledge , there is no research investigate those variable as total, some studies
investigated the coach behavior and players performance(18), the other researches investigated
coaches leadership styles (15)(16) (24), and others investigated motivation and success reasons(20)
(22) (23) (25) , According to the importance of psychological skills and its effective role in
qualifying athletes for facing pressures related to training , competition and achieve maximum
performance within the limits of their abilities, in addition to achieving maximum personal growth to
them, so this research was carried out to study the relationship between the coach leadership
behavior and some psychological skills with players of some individual sports activities, as the
importance of this research for being the first Arabic study investigating the relationship between
these variables combined.
Researchs aim:
The research aims to Identify the relationship between the dimensions of leadership behavior for e
coach and some psychological skills "mental ability to perception - the ability to focus attention - the
ability to relax - the ability to face anxiety - self-confidence - sports achievement motivation" for
individual sports activities players
Research hypotheses:
There are statistically significant differences between the dimensions of high leadership behavior
and low leadership behavior dimensions with coach psychological skills
There is a correlation between the dimensions of leadership behavior and low leadership behavior
dimensions with coach psychological skills

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Research terms:
Coachs leading behavior: is all words and deeds, activities and expressions that come from sports
coach during sports practice or outside the scope towards players or others working in the field of
sports when he performs his duties functional. (14: 12)
Psychological skills: are those skills that represent cognitive coping strategies that are used over
uneven by athletes with high and low level (3:28)
Research Method:
Descriptive method was used for the appropriateness to the nature and objectives of the research.
Subjects
Were selected (58) player randomly from players first class (high level) in some sports activities
individual "boxing - wrestling - Judo - Taekwondo - swimming - racers Games Track and Field)
between the ages of 20 to 28 years of some clubs province Alexandria was divided into (16) player
for conducting pilot study, and (42) player for the application of the major study.
The following have been taken into account when selecting the sample:
1. Coaches presence and persistence period should not be less than (5) years with dispersed in clubs.
2. For the players they should be on advanced ranks in Republic championships.
3. Tables (1) and (2) and (3) describes the characterization of the research sample.
Table (1)
Sample characterization and in accordance with the clubs and the type of activity (n = 58)
Activity
club
Ittihad club
Olympic club
Smouha club
Sporting club
Algeesh Club
Total

Boxing

Wrestling

Judo

Taekwondo

swimming

Track and Field

Total

0
3
0
0
5
8

0
4
0
0
6
10

3
0
0
0
5
8

0
0
5
3
3
11

0
0
6
5
0
11

0
0
5
5
0
20

3
7
16
13
19
58

Table (2)
Pilot study and main sample characteristics (n = 58)
Sports activity
Boxing
Wrestling
Judo
Taekwondo
swimming
Track and Field
Total

Pilot study sample

3
3
2
3
3
2
16

basic sample
5
7
6
8
8
8
42

Total
8
-1
8
11
11
10
58

Table (3)
Statistical characteristics for subjects (n = 58)
Statistical
significance
Variables
Age / year
Years of practice / year

Statistical significance
Mean

median

standard deviation

coefficient sprains

24.538
10.462

25
10

1.86
1.334

-0.793
0.034

Evidenced by table (3) that the coefficient of torsion of the variables (under discussion) are restricted
to between (+ 3) which indicates Aatdalah sample distribution

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Main study:
Research has been applied in the period from 10/2 to 15/4/ 2011 as follows:
The application of the pilot study in the period from 10/2 to 17 /2 /2011
The application of the main study in the period from 2 /3 to 15 /4 /2011
Spatial domain:
Test was applied behavior leading sports coach and intelligence psychological skills of athletes in
clubs for the subjects
Research Tools:
1. Leading behavior scale of the sports coach (Mohammad Hassan Allawi) (1998) (12) The
researcher amending some phrases in order to measure commensurate with the individual players
games Attachment (1)
2. A questionnaire of psychological skills (Mohammad Hassan Allawi) (1998) (12)
Pilot study
The study has been applied on a sample of (16) players in order to find transactions each of the
scientific measure of leadership behavior and intelligence psychological skills (under discussion).
Attachment (2)
Results and Discussion
Will be presented and discussed results in the light of research hypotheses
First hypothesis:
To validate the first hypothesis found differences between the dimensions of leadership behavior
high and low in mental skills coach (under discussion) and illustrated by tables (4 to 7)
Table (4)
Differences significance between the groups with high leadership behavior and low dimensions (Training, counseling
and social recognition) psychological and intelligence skills
Dimensions of leadership
behavior
Psychological skills
The ability to visualization
The ability to relax
The ability to focus attention
Ability to cope with anxiety
Self-confident
Sports achievement
motivation

Training and Coaching

High
Low
(n=14)
(n=12)
Mean
S.D
Mean
19.476 16.1
17.333
22.15
1.209 20.857
17.041 1.244 15.19
19.286 1.146 17.81
19.741 1.231 18.333

S.D
1.065
0.727
0.814
0.928
1.117

22.286

0.926

1.231

21.422

5.108*
4.331*
5.725*
4.586*
3.818*

Social appreciation
Value
Low
(n=15)
(n=16)
Mean
S.D
Mean
19.095 1.64
17.714
21.952 1.161 21.095
16.667 1.797 15.571
19.048 1.071 18.04
19.667 1.278 18.381

S.D
7.554
1.091
1.399
1.284
1.117

52.801*
2.462*
2.726*
2.741*
3.472*

2.551*

22.429

1.056

3.636*

(T)
value

0.978

21.286

(T)
value

(t) Value Tabulated at the 0.05 level of significance = 2.06

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Table (5)
Differences Significance between the groups with high leadership behavior and low dimensions (Stimulus "reward"
and justice) psychological and intelligence skills
Dimensions of leadership
behavior
Psychological skills
The ability to visualization
The ability to relax
The ability to focus attention
Ability to cope with anxiety
Self-confident
Sports achievement motivation

Stimulus (reward)
High
Low
(n=13)
(n=14)
Mean
S.D
Mean
18.908 1.797 17.85
21.865 1.246 21.15
16.591 1.469 15.6
18.955 1.327 18.1
19.455 1.438 18.55
22.227 1.152 21.45

(T)
value
S.D
1.496
1.04
1.142
1.071
1.099
1.05

2.082*
2.002
2.452*
2.306*
2.302*
2.288*

Justice
High
(n=12)
Mean
19.364
22.182
16.909
19.227
19.455
22.409

S.D
1.62
1.14
1.306
1.096
1.224
1.098

Low
(n=15)
Mean
17.35
2.08
15.25
17.8
18.55
21.25

(T)
value
S.D
1.137
0.768
0.91
1.051
1.356
0.91

4.969*
4.615*
4.810*
4.354*
2.261*
3.731*

Table (6)
Significant differences between the groups with high leadership behavior and low dimensions (Facilitate athletic
performance and authoritarian behavior) psychological and intelligence skills
Dimensions of leadership
behavior
Psychological skills
The ability to visualization
The ability to relax
The ability to focus attention
Ability to cope with anxiety
Self-confident
Sports achievement
motivation

Facilitate athletic performance

High
Low
(n=13)
(n=13)
Mean
S.D
Mean
S.D
19.769 1.787 17
0.913
22.385 1.325 20.615 0.506
17.231 1.363 14.846 0.689
19.385 1.261 17.462 0.776
19.538 1.33
18.154 1.345
22.625

1.261

21.308

0.947

4.976*
4.496*
5.629*
4.683*
2.640*

Authoritarian behavior
High
Low
(n=11)
(n=15)
Mean
S.D
Mean
17
0.894 19.2
20.636
0.508 22
14.810
0.603 16.8
17.545
0.688 19.133
18.182* 1.401 19.8

S.D
1.568
1.134
1.082
1.06
1.082

4.523*
4.133*
5.944*
4.625*
3.194*

2.990*

21.364

1.082

2.119*

(T)
value

0.924

22.2

(T)
value

Table (7)
Significant differences between the groups with high leadership behavior and low dimensions Democratic behavior
and attention to health aspects) psychological and intelligence skills
Dimensions of leadership
behavior
Psychological skills
The ability to visualization
The ability to relax
The ability to focus attention
Ability to cope with anxiety
Self-confident
Sports achievement
motivation

Democratic behavior
High (n=16)

Low (n=14)

Mean
19.188
22
16.875
19.063
19.5

S.D
1.471
1.155
1.147
1.063
1.095

Mean
17.929
21.286
15.5
18.357
18.929

S.D
0.73
0.469
0.519
0.497
1.207

3.025*
2.270*
4.315*
2.375*
1.351

Attention to health aspects

High
Low
(n=13)
(n=15)
Mean
S.D
Mean
19.462 1.664 17.4
22.231 1.301 20.933
17.077 1.32
15.067
19.385 1.193 18.767
19.308 1.032 18.267

22

1.211

21.786

0.802

0.578/

22.385

(T)
value

1.261

21.4

(T)
value
S.D
1.121
0.704
0.799
0.99
1.1

3.784*
3.212*
4.783*
3.630*
2.583*

0.91

2.337*

Tables (4, 5, 6, 7) indicate statistically significant differences (0.05) 5) between the dimensions of
leadership behavior high and low for the leadership behavior of high except after behavior
authoritarian agenda (6) where there are differences in favor of leadership behavior and low
proportions test psychological skills.
Researcher returns results of table (4) in after training and guidance to coach sports is who is the
education and training of players and the amount of success in the training process depends on the
development of their sports and develop their abilities and potential, and refine their talents and
develop plans to play and identify the tasks required of each player in the light of abilities and
capacities, and guide and direct the players before, during and after training and matches, and all the
tasks is accomplished from the primary duties of the athletic trainer, and amount of success depends
on achieving what characterizes the properties and attributes and capabilities.

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This is confirmed by both Zaki Hassan (1999), Hassan Abu Abdo (2001), which indicated that the
coach's ability to understand the science of training and how to use the methods, techniques and
technical procedures relating to the organization and direct experience of the players require the need
for personal educational unique. (7: 30) (5: 35) (19: 1)
Trainer sports leader is guiding his team and not judged this team, give or determine the right
direction for each player as and splendor of leadership appear in sports coachs ability to deliver
what he wants conveyed to the players at 100% and then after that the work necessary to convert his
vision into reality. (24:4) (27)
Modern trends of training process require the guidance of coach sports development physical
attributes to suit the requirements of playing modern and directing players and guide them to Be
fairly masculine, since there is no longer room for player colorless courage because it will no doubt
little benefit, and weakness prominent in team sports.(7:12-13)
Researcher returns results after social recognition to seek coach to achieve the highest possible level
of achievement and different capacity to appreciate the empathy of the coach to his players in the
personal problems raise the confidence of the players when a coach and make them more receptive to
him and convinced directives on the pitch and launches have trends demand for practice and training
their abilities and potential rises sports.
In this regard refers Zaki Hassan (1997) to that social recognition is the area of ethical relationships
between coaches and players during training, and in the clothing room, and before the games and
during the games, as well as during the travel team.(7:246)
Mohamed Arabi, Magda Ismail (2002) add that social recognition is the behavior includes
intervention coach in crisis situations (such as competitive situations and circumstances pressure
accompanied by anxiety and stress), which in turn lead to the disruption of emotional and physical
interferes with the performance of the player, also includes intervention coach in solving problems
frustration after major competitions, and the fear of failure.(9:96)
Researcher returns results of table (5) in the after stimulation (reward) to contrast skill coach sports
and culture in the optimal use of incentives and sports that take of his study of the principles of
strengthening behavior and how composition and which in turn depends on the results of scientific
research multi conducted to identify the impact of each type of the types of incentives and the timing
of submission, and any class of athletes offers all kinds of incentives. So it has become imperative to
coach sports to recognize the nature of the players who is trained to determine the appropriate type of
incentives to raise their sporting behavior and strengthened.
Psychologists attribute this discrepancy which always appears between the effects of different
incentives to different values prevailing among sports communities and among the players. (1: 150152)
In after justice sees a researcher to the personal characteristics of coach sports is one of the most
important determinants of leadership behavior that contribute to the formation of behavior, they are
qualities and emotional and mood are often attendance relative, and contribute to the formation of
responses issued by the coach, and then they exercise an important role in determining the behavior
of coach with his players, as a coach tends high personality to show justice and fairness in his
dealings with players.
Brian Peiebe (1998) argues that justice is the behavior of doing coach sports so as not to allow the
star players broke the rules adhered to by their colleagues, these stars penetrate sometimes these rules
and be at the expense of winning, and here lies the importance of keen coach on the application All
rules to all members of the team, without exception. (17: 2)

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This is consistent with what he referred Mustafa Abu Zeid (1990) in that the most important duties of
the coach put educational principles to deal with the team members during athletic competition
(training and matches) in general with a commitment to justice and objectivity when selecting from a
team in matches and distribution concerns trainer All players during training without discrimination
or bias. (14: 171-173)
Researcher returns results of table (6) in the after facilitate athletic performance to varying ability
coach to cooperate with coaches club others and personalities aiding and workers stadiums in solving
all problems that may hinder the training process as well as the ability to take responsibility for
display some demands and training needs for the team to manage the club to work to provide.
Hassan Abu Abda (2001) refers to facilitate the performance of the behavior that puts the coach
includes sports cooperation policy and the distribution of competences with auxiliary devices that
work with him to provide all the players he needs. (5: 29)
Mohamed Arabi, Magda Ismail (2002) indicate that the coach sports could help in facilitating the
performance by helping to solve the problems faced by the player or the team, and be the link
between the players and the club management or union, and participate others in providing the best
level care of the foreign players in the competition. (9: 94, 95)
The abscessive behavior dimension , researcher thinks that the decline in the level of personality for
the sports coach consequently lead to poor communication with his players has lead extremism in the
use of authoritarian behavior (autocratic) by coach to the low degree of satisfaction players with him
and alienated him.
Hassan Allawi (1997) refers that this kind of leadership is characterized by the centrality of absolute
power and the sports coach using weapons, threats and intimidation and coercion to accomplish the
work linked to the fact that the players complete the work for fear of punishment or in order to
satisfy the athletic trainer. (10: 39)
It is noteworthy Mustafa Bahi (1999) that this kind of leadership leads to distinguish players
aggressiveness and negative and indifference, and feel individuals deficient and disability, making
them more dependent on the coach sports, and a lack of mutual trust between each other and between
them and coach sports, and this leads to a sense of hatred towards coach Sports, as well as prevail
among the members a sense of stability and frustration and anxiety leading to reduced morale of the
players. (13: 60)
The results of the table (7) to the absence of differences between the two sets of democratic behavior
high and low in the variables of self-confidence and achievement motivation sports as the value (V)
(1.351, 0.578), respectively, this and see a researcher that according to the level of personality to
coach sports varies use method Democratic and motives have athletic trainer, The results showed
that this kind of leadership is more effective leadership styles.
Hassan Allawi (1997) refers that in this kind of leadership the trainer sports involving players in the
decision-making in order to create a kind of responsibility among individuals which produces often
raise the morale of the players and their association members team and height degree of loyalty as
well as a sense of individual importance and its value in the group. (10: 40)
Hassan Allawi (1998) argue that the Democratic leadership is characterized by good listen to the
views of the players and respect the views of the other and the other opinion, even if this view carries
the vitriol. (12: 35)
After attention health aspects, she believes researcher that according to the level of personality to
coach sports vary ability to notice the players that his time belongs to them, also varies the amount
he can to request the players constantly to offer him their problems, not only in play, but also their

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health problems, making it familiar Full general state of health or mental health of the players, and
during that increases the ability of the coach to deliver a lot of instructions and duties that will
provide players with good health habits and have them healthy returns.
According Malcolm Cook (2004) that it is difficult for the coach to dictate to the players system
lives, but if the system lives player conflicts with athletic performance, they reduce the level of the
team, in this case, the coach has every right to take serious steps to address and correct this situation.
(21: 122) and this achieves the first imposition of health research.
Second hypothesis:
To check the validity of the second hypothesis found the correlation coefficient between the
dimensions Richter scale leading behavior of the coach and axes test psychological skills (under
discussion) for individual players sporting activities and illustrated by Table (8)
Table (8)
Correlation coefficients between the dimensions of scale leading behavior of the coach and psychological skills
questionnaire axis
Dimensions of Leadership
behavior

Leading scale behavior of the coach

Psychological skills
First axis (Training
and Coaching)
Second axis (social
recognition)
The third axis
stimulus (reward)
The fourth axis
(justice)
Axis V (facilitate
athletic
performance)
Sixth Axis
(authoritarian
behavior)
Seventh Axis
(behavior Democrat)
Eighth axis (the
health aspects)

Psychological skills
The
The ability to
ability to
visualization
relax

The ability
to focus
attention

Ability to
cope with
anxiety

Selfconfident

Sports
achievement
motivation

0.720**

0.672**

0.748**

0.619**

0.572**

0.539**

0.511**

0.659**

0.669**

0.710**

0.716**

0.730**

0.514**

0.660**

0.636**

0.505**

0.619**

0.664**

0.833**

0.779**

0.730**

0.829**

0.548**

0.674**

0.722*

0.766**

0.843**

0.708**

0.558**

0.524**

-0.772**

-0.726**

-0.818**

-0.601**

-0.533**

-0.585**

0.638**

0.694**

0.762**

0.620**

0.473**

0.432**

0.658**

0.696**

0.781**

0.634**

0.490**

0.553**

Value (t) Tabulated at the significance level 0.01 = 0.393 at 0.05 level = 0.304
That means from the perspective of the researcher that the training and guidance as a dimension
special behavior leadership have trained affects the psychological skills, as well as the importance of
the stimulus as a way to support and enhance athletic performance good for the players, and also the
importance of the distribution of interest and roles among the players fairly, without discrimination
or bias, with the necessity of attention to the provision tools and devices and to overcome the
administrative problems that hinder the players for practice sports with high efficiency, as well as the
ability to lead the team in a democratic manner and ensure the commitment of the players health
behavior, and the correlation negative between behavior authoritarian and psychological variables
due to the weak capacity of the coach to communicate with his players, which reduces consequently
authoritarian with the players and confirmed by the results of the study (18), while the coach who
less ability to understand and recognize the requirements of the players and issued instructions not
satisfy her players lead to exposure coach to a lot of criticism of the players opted to style commands

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and coercion which increases the behavior authoritarian has. This achieves the second imposition of
health research
Conclusions
Featuring the group with (training and counseling high, social recognition high, stimulus (reward)
high, justice high, facilitate athletic performance high, behavior democratic high, interest-health
aspects high) for the coach for the group with low performance in the same dimensions in
psychological skills test.
Authoritarian group characterized with low behavior coach for the group high-authoritarian
behavior in some psychological skills.
Existence of a positive correlation between all axes leading scale behavior of the coach and all the
mental skills test axes while there is a negative correlation between the authoritarian behavior of
the coach and all the psychological skills (under discussion).
Recommendations
1. Conducting psychometric under (a measure of leadership behavior for the sports coach - mental
skills test) on larger samples in various sports activities to determine the psychological skills and
leadership behavior that pertains coaches each activity.
2. Concern for the development and the development of mental skills and leadership behavior for
coaches through the organization of training courses and programs that work to strengthen their
leadership behavior.
3. Develop standards and criteria to determine the psychological skills and leadership behavior for
various sports activities coaches to predict their psychological preparation.
4. the study of the relationship between excellence in the field of training and mental skills and
leadership behavior for coaches.
5. further studies and research in the field of psychological variables related to leadership behavior
patterns have coaches various sports activities.
References
1. Ahmed Amin Fawzy: the psychology of learning psychomotor skills, sports facility knowledge,
Alexandria, (2001) (In Arabic)
2. Ahmed Amin Fawzy, Tariq Badr al-Din: the psychology of team sports, Arab Thought House,
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3. Osama Kamel Rateb: psychological skills training applications in the field of sports, the Arab
Thought House, Cairo, (2000). (In Arabic)
4. Hamid Abdul Salam Zahran: Social Psychology, i 5, the world of books, Cairo, (1998) (In Arabic)
5. Hassan Al-Sayed Abu Abdo: Recent trends in the planning and training of football, a library and
art radiation Press, Alexandria (2001). (In Arabic)
6. Hassan Hassan Abdou: Tfnin list of psychological skills of athletes, the scientific journal of
Physical Education and Sports, Physical Education College for Boys in Cairo, Helwan University,
number (33), (2000) (In Arabic)

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7. Zaki Mohamed Hassan: Coach mathematical foundations of work in the profession of training,
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13. Mostafa Hussein Bahi, Samir Abdel Qader: the psychology of sporting excellence mental skills
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Tanta, (2003) (In Arabic)
16. Hany Ahmed Khayat: a comparative study between coaches and players and leadership behavior
coach's favorite sports in some sports activities selected, unpublished Master, Faculty of Physical
Education, University of Tanta, (2003). (In Arabic)
17. Brian Priebe: What to look for in A good coach baseball parent magazine, Tennessee, April, Vol.
4,no3, PL. 1998
18. Bryce newel : the relation of coaches leadership styles and gender performance outcomes and
academic performance in college basketball , unpublished master thesis , Humboldt state university,
(2007).
19. Ezbiniew Czajkowski: Knowledge, Skill , personality and work of a coach, Human Movement,
no.2 (2) Poland (2000)
20. Kavussahu, M., & Roberts, G.C., Motivation in Physical Activity Contexts : The Relationship
of Perceived Motivational Climate to Intrinsic Motivation and Self Efficacy, Journal of Sport &
Exercise Psychology, (1996).
Malcolm cook : Soccer coaching and team management, ep publishing limited (2004),
21. Seifriz, D. & Duda, J.L. & Chi, L, The Relationship of Perceived Motivational Climate to
Intrinsic Motivation and Beliefs About Success in Basketball Journal of Sport & Exercise
Psychology, (1992).
22. Walling, M. D, & Duda, J. L. & Chi, L., The Perceived Motivation Climate in Sport
Questionnaire: Construct and Predictive Validity , Journal of Sport & Exercise Psychology, (1993).
23. Wang,-, Y.-T: A comparison of the coach leadership behavior preferred by male and female
track and field athletes, Microform publications, Intl for sport and Human performance, (1997).

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24. Williams, L., & Gill, D. L., The Role of Perceived Competence in the Motivation of Physical
Activity, Journal of Sport & Exercise Psycholog , (1995).
25. Ziad a.l : the effects of coaches k behavior and burnout on the satisfaction and burnout of
athletes, unpublished doctoral dissertation , fsu , fl,(2003)
26. www.psy .com / sport/ leader, htm.

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Message of Sports Media and Its Moral and Ethical Role in the Egyptian Society
(Analytical Study)
Amani Mohammed Mohsen Al-Sherif 1, Rasha Ashraf Sharaf 2
1

Asst. Prof. Dept. of Sports Management, Faculty of Physical Education for Boys, Helwan University-Email:[email protected].
Asst. Prof. Dept. of Sports Psychology, Faculty of Physical Education for Boys, Helwan UniversityEmail:[email protected]
2

Abstract
The purpose of this investigation was to identify the role of visual sports media in anchoring a moral
and ethical system in the Egyptian society through identifying mechanisms of media work in the
sports field, the moral and ethical role of the sports media and the role of officials in developing the
sports media to anchor moral values in the Egyptian society.
A form of 49 statements distributed on 3 axes and after computing scientific treatments viz. reliability
and stability, the study was applied to (340) individuals of the two sexes. The results showed that
there were several negatives in the sports media message that had clear effect on lowering its role in
establishing moral values in the Egyptian society particularly in the youth stage. All who work in the
field of sports media should recognize completely his responsibility towards the social importance,
humanitarian purpose and moral values involved in physical and sports education.
Keywords: visual sports media, media education, values, ethics.
Introduction:

edia in general play a vital and main role in developed societies due to its impact and
repercussions on the aspect of life in such societies. Thus the concerned authorities in the
states considered means of media as it plays a main role in expressing opinion, thought and
aspirations of individuals of the society in different fields (Khir El-Din Ewais and
Attalla,1998p104).
Also media in particular play an effective and positive role in changing several social behaviors and
originating good practices and habits. So conscious positive sports media through a studied and
organized plan can confront considerable unfavorable habits as media constitute a noble message and
ethical responsibility supporting the system of values that effect on the cohesion of the society via
the citizen's awareness and ability to select and to distinguish rationally between fake and original
and between excitement and awareness.
Therefore, the importance of sports media appears in its ability to deliver information and data in a
form of messages to a large mass base of variable tendencies and of different public opinion towards
a specific issue or problem affecting the masses strongly.
Also the sports media are able to change behavioral types by encouraging right behaviors or by
expelling bad behaviors. The sports media are considered the main foundations in any media
apparatus as the sport has become an important social and civil aspect in modern societies and
consequently, they have got a great consideration and care worldwide in all means of media (Ayman
Al-Hendawi,2001p26).
If ethics are activated in the media they will make frames codifying the use of media that lead to
deepen the cultural dimension and in contrast, when media get deprived from ethics, they will lose
the effective role on the humanitarian dimension of the society (Atef Adly,2008p17).

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Thus the concept of media education is considered widely by most counties of the world, however,
the efficiency of using it varies to reflect an aspect of the necessary integration between the
educational establishment and media institutions to activate and to support ethical values in the
society that reflects challenges facing the sports media and as we notice the Egyptian sports media
publish the wrong behavior of players, administrators or referees and concentrating on unfavorable
values other than positive values, which reflect negatively on the youth and impacting on their
behaviors in playgrounds and in turn reflecting on the public and the whole social system.
Research objectives:
The purpose of the current investigation is to identify the role of the sports media in establish a
system of values and ethical in the Egyptian society through the following:
1. Identifying mechanisms of the media work in the sports field.
2. Identifying the role of values and ethics in the sports media.
3. Identifying the role of officials in developing the sports media to anchor ethical values in the
Egyptian society.
Research procedures:
Sample:
It was selected randomly from the public scenes of the sports programs of the female and mal of (20
to 40) years comprising (440) individuals.
Method:
The two researchers used the descriptive method to identify the sample opinions towards the study
topic.
Theoretical readings and relevant Arabic and foreign studies were analyzed to set up the form
prepared by the two researchers that consisted of (57) statements distributed to (3) axis and after
presenting to the experts, the axis and statements were approved with changing some formulations.
Then the two researchers applied the form to the pilot study of (100) individuals out of the
application sample to compute the reliability coefficient by the internal consistency method and (8)
non-significant statements were omitted, hence, the form finally consisted of (49) statements and the
stability coefficient was computed by Alpha Cronbach method and the correlation coefficient
between the two parties was (0.7280) that was a satisfactory value to accept the stability of the form.
Presentation and result discussion:
I. Responding to the 1st objective stating "identifying mechanisms of the media work in the
sports field"

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Table (1)
Frequency, percentage and arrangement of statements of the first axis according to responses of the sample
(Mechanisms of media work in the sports field)
(n = 340)

Focus on objective material according to announced strategy towards integration and not wrestle.

Are characterized by transparency and accountability to gain confidence of the citizen.

Discuss priorities of issues of concern to youth in sports field.

11

100 29.4

15

3.2

110 32.3

--

28.2

63

40

65

78

56

72

--

13.5 294 86.5

18.5 277 81.5

11.8 204

19.1 264 77.6

23

21.1 168 49.4

152 44.7

16.5 284 83.5

--

60

325 95.5

Freq. %

957

974

957

788

933

722

964

748

990

Wtng

93.8

93.8

95.5

93.8

77.2

91.4

70.7

94.5

73.3

97

10

10

10

15

13

17

16

Pos.

No

Are affected by commercial interests aiming at profit.

96

--

46

12.6 287 84.4

957

Sometimes

Present physical cultural programs to all with specialized experts in the sports field.

--

--

43

324 95.3 1004 98.4

18.5 277 81.5

94.2

Yes

Request the youth to take part in preparing their programs being presented.

--

2.9

63

4.7

961

95.1

Statements

Consider the cognitive level and psychological characteristics of the recipients.

10

--

16

13.8 287 84.4

971

Freq. % Freq.

Follow strict neutrality with competitors to furnish absolute justice among them.

--

--

47

14.4 291 85.6

1003 98.3

14

15

14

12

11

It takes into account respecting the right of the other to respond.

I consider the present sports media one of the educational and teaching field .

Present their programs at a good level.

Cooperate with experts of psychology and education to formulate their views to suit their local
environment.
Get away from using the manner of confrontational dialogue.

--

22

--

1.8

--

45

--

16

Assumed to be a party, an opponent and a judge simultaneously when discussing their issues.

13

17

Sports media :

Present objective investigations about cons of activities of any championship.

--

1.8

49

84.4

No.

Are evaluated constantly by the public.

--

17

861

94.4

4.4

10

Present information supported by documents.

--

115 33.8 203 59.7

963

100

18

13.2 289

--

95

--

85

1020

70.4

98

323
6.4

340 100

719

Contribute to effect on and to direct the formation of the public opinion.

--

28.8 105 30.8 137 40.2

18

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Data in Table (1) illustrate differences in frequencies of the sample towards their responses to
statements of the 1st axis that clarify mechanisms of the media work in the sports field. Opinions by
(100%) indicate that the sports media consider themselves a party, an opponent and a referee in the
same time when discussing their issues and it is supposed to cover sports events with the highest
possible degree of professionalism and neutrality. By (98.4%) opinions indicate that the sports media
do not present their information with enough documents, by (98.3%) opinions refer that the sports
media adopt the confrontational style of dialogue, by (97.0%) opinions show that the sports media do
not discuss issues concerning the youth in the sports field, by (95.5%) opinions indicate that the
sports media do not offer absolute justice to all competitors and also they do not cooperate with
educational experts to formulate their imaginations by (95.1%).
Thus, the two researchers saw that such facts made the sports media lose their truth that rocked as the
sports media have not committed to mechanisms to verify the validity of news and information and
this has been confirmed by researches and studies of the public opinion that the sports media lost a
considerable part of their value among people (Researches and Studies of the Public Opinion
Center,2007p25).
In our view, the sports media also is the way to complete read, audio and visual mass
communications to broadcast forms of knowledge, information, news, facts and opinions related to
several local and international topics and issues deserving consideration to form positive trends and
public opinion towards them by convincing the public with what contented in the media message that
achieve more reaction and conditioning with the events surrounding the media which cannot separate
from their occurrence. Meanwhile, the sports media constitute a means to spread the culture of
practice instead of viewing intolerance, riot or objection since the social function of the media news
is the most important news element in the social responsibility system of media as the success of the
media work is assisted by the extent of realism and service of specific purposes according to a
known and committed intellectual view.
II. Responding to the 2nd objective stating "identifying the moral and ethical role of the sports
media"

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Table (2)

Sometimes

No

Announces sports symbols that are away from intolerance.

Offers good images to spread the concept of sportsmanship.

Prevents broadcasting forms of violence and hatred that incites to intolerance.

Its programs directly or indirectly contribute to support values of the citizenship.

Develops the meaning of individual and collective responsibility and respect for the state system.

Helps to spread the culture of tolerance and participation.

Always highlights behavior that helps ethical development in youth.

Presents its programs in the frame of the constructive dialogue culture.

Contributes to maintain the system of the prevailing values and enriches the sports culture.

85

78

--

91

21

77

--

--

--

--

1.8

25

22.9

--

26.7

6.1

22.6

--

--

--

--

18

--

25

10

22

20

30

10

29

1.8

--

5.3

1.8

--

7.3

2.9

6.4

5.8

8.8

2.9

8.5

1.7

323

323

95

1003 98.3

992 97.2

243 71.4 826 80.9

322 94.7 1002 98.2

328 96.5 1002 98.2

255

95

850 83.3

237 69.7 839 82.2

330 97.1 1010

227 66.7 816

99

80

299 87.9 958 93.9

233 68.5 836 81.9

330 97.1 1010

98

99

311 91.5 991 97.1

334 98.2 1014 99.4

15

12

13

16

11

14

10

Pos.

Offers a space to spread the culture of peace.

--

28.5

325 95.6 1000

10

Has a clear announced message associated with the ethical aspect.

97

3.2

17

2.9

328 96.5 996 97.6

Wtng

11

Eases the social tension and smelting elements of the sports community.

11

--

10

--

(n=340)
Yes

Frequency, percentage and arrangement of statements of the second axis according to responses of the sample
(Moral and ethical role of sports media)

Statements

12

Highlight the proper educational behavior in announcing on championships.

--

1.5

--

Freq. % Freq. % Freq. %

13

Offers ideas and visions to anchor supports of security and stability in the state.

3.5

Sports cultural message :

14

Shows the sport of woman in a positive way in the world.

12

No.

15

Refrain from broadcasting sports scenes outside the scope of literature.

75

16

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Data in Table (2) present variance of frequencies of the sample towards their responses to statements
of the 2nd axis indicating" the moral and ethical role of the sports media in the Egyptian society".
Opinions indicate by (99.3%) that the sports message do not contribute to maintain the prevailing
values and sports culture, they illustrate by (99.0%) that it does not highlight types of good behavior
that helps ethical development in juniors, it broadcast forms of violence, hatred and intolerance and
they indicate by (98.3%) that it does not offer ideas to support security and stability in the society.
Thus the two researchers view that the sports media are a public school that continues the work of
different sports institutions such as sporting clubs and youth centers as well as educational
institutions with their various stages through experiences published among them by the sports media.
The sports media play a forked role in the society that has been appeared after being spread widely in
the 20th century as the sports media talk to great sectors of the public i.e. the sports media
themselves constitute a social institution.
The study of the philosophy, objectives and origins of media stems from the effect of the religious,
cultural and ethical background on principles, values and ethics that control the media system in the
society confirmed by some studies of the media that the difference in principles, values and ethics
controlling and adjusting the media system goes back to the religious and cultural background (Sara
Ismaeil,2001p12).
The social learning theory illustrates that the aggressive behavior of the individual appears as a result
of viewing and the effect of social factors from parents and teachers being considered as important
symbols impacting on the learner in case of supporting such behavior positively (Sidqi
Noureddin,2007p41).
From this standing point, the two researchers emphasize on the role of the sports media message that
it is an educational means effecting on behavior of the youth and its function to modify it in an
organized scientifically way in respect of diagnosis, analysis and offering alternative solutions to
help the youth solve their issues and problems to enable the sports media message to create a healthy
environment away from aggression and sports intolerance.
III. Responding to the 3rd objective stating" identifying the role of officials in developing the
sports media to anchor the ethical values in the Egyptian society". Table (3).

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Table (3)
Frequency, percentage and arrangement of statements of the 3rd axis according to responses of the sample
(Role of officials towards the sports media to anchor ethical values)

Clear role in evaluating performance of sports programs.

Activate codes of ethics at the level of performance and emphasis on the ethical rules of the
profession.

Provide mechanisms to protect rights of recipients of broadcasting services in the sports field.

Remunerate the most honest sports program presented.

Urge sports programs to consider rights of champions of special needs.

Upgrade the value of championship and sports participation to raise the sport and its performers.

Development of legislation to protect the free competition in the field of sports broadcast.

28

--

--

65

8.2

--

--

1.8

110 32.3

10.2

1.8

1.8

19.1

--

66

---

15

10

14

--

26

14

--

--

--

--

4.4

2.9

4.1

--

7.6

4.1

--

340 100 1020 100

306

325 95.5 1002

320 94.1

230 67.6

308 90.5

320 94.1

275 80.8

958

658

994

800

982

994

890

Wtng

87

94

340 100 1020 100

154 45.2

884

70

340 100 1020 100

19.4 239 70.2

1.8

157 46.1

99

65

97

78

96

97.4

87.2

14

11

15

13

10

Pos.

(n=340)

Cooperate with all ministries of the state to achieve outlined goals to upgrade sports media.

35

--

---

340 100 1020 100

12

No

Offer equal chances to all visual sports programs.

--

--

17

85

Sometimes

Urge sports media to present all community problems and work on spreading educational
awareness towards them.

--

58

--

232 68.2

Yes

10

Highlight the importance of the sports media and their active role in increasing institutional and
public awareness for it.

125 36.7

---

20

Statements

11

Punish those who deviate from the ethics of the civilized behavior in the dialogue.

--

68

No.

12

Establish a legislation to develop the local sports media work.

--

11.7

176 51.7

90

Freq. % Freq. % Freq. %

13

Urge the sports media to spread media education among children and youth to enable them to
choose well in the educational and moral context.

40

Officials do the following :

14

Enable the sports media to perform its mission in the formation of the national consciousness.

872

712

15

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Data in Table (3) present variance of frequencies of the sample towards the statements of the 3rd axis
stating "the role of officials in upgrading the value of the sports media to anchor the ethical values in
youth". Opinions by (100%) are in agreement indicating that officials were not in cooperation with
all ministries to upgrade the sports media, they did not highlight the importance of the sports media
in increasing popular awareness for them, they did not punish clearly those who violated the etiquette
of the dialogue in their programs and they did not urge to spread the media education among the
youth. Opinions by (98.5%) indicates that there is no clear role in evaluating the sports programs, by
(97.4%) they show that there are no mechanisms to protect rights of service recipients and not to
uphold the value of the sports championship.
The two researchers view that countries greatly consider the media sector as it significantly effects
on the spread of culture and increasing the awareness among citizens and consequently, it is essential
that media plans be compatible with the sort of general and initial objectives of the country that are
in consistency with each variable according to its political, economical, developmental and social
dimensions.
The extent of effect on people is outlined in the light of the confidence and reaction with this media
means being resulted and built on the theory of communication and its explanations for the
psychology of the sports media. Different political trends compete in emphasizing the importance of
sport and leisure activities and working on providing suitable facilities to spread the sport among
categories of the citizens (Ali Tahir Ishaq,2004p125).
Conclusions:
Sports media:
1. They suppose themselves a part of issues, an opponent and a referee in the same time when
discussing their issues.
2. They present information that is not supported by documents.
3. They use confrontational dialogue.
Sports message:
1. It does not contribute to maintain the system of prevailing values and to enrich the sports culture.
2. It does not highlight types of behavior that help ethical development for youth.
3. Broadcasting forms of violence and hatred that incite intolerance.
Officials:
1. Do not cooperate with the other ministries in the country to achieve the objectives of upgrading
the sports media.
2. Do not highlight the importance of sports media and their active role in improving institutional
and public awareness through the originated confidence and reaction with such means.
3. Punish those violate the etiquette of the civilized behavior in the dialogue.
Recommendations:
1. Establishing a code of ethics for the sports media.
2. The sports media should guide people in the society for right values and neglecting destructive
values through presenting positively honorable examples.

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3. Emphasizing ethical and educational commitment in the content of the sports media message.
4. Forming committees of media men and educators for control, follow-up and investigation for
those who violate the ethical and educational commitment in the content of the media message since
the control is not a restriction of freedom of creativity.
5. Benefiting from results of scientific researches against intolerance.
References:
1. Ali Taher Ishaq(2004): The relationship between exposure to sports programs in radio and TV.
and the knowledge of the Egyptian public. M. SC. (unpublished), Faculty of Information, Cairo
University.
2. Ata Hassan Abdel Rahim and Bahaa Sayed Mahmoud(2007): The Credibility of Sports Media As
Seen By The Elite In Egypt" A Case Study for Media Coverage for the Sports Season of 2007/2008",
The 4th Regional Conference for the International Council for Health and Sport for the Middle East
Area.
3. Atef Adly Al-Abd(2008): Radio and Television in Egypt Pat, Present and Future Prospects. Cairo,
Arab Thought House.
4. Ayman Mohammed Al-Hindawi(2001): Analyzing TV sports programs and their effect on
spreading sports awareness. M.Sc. Thesis (unpublished), Faculty of Physical Education, Tanta
University.
5. Berry, L(2003): Developing Children and Multicultural Diversity Attitudes: The Systemic
Psychological Influences of Television Portrayals in a Multimedia Society. Cultural Diversity &
Ethnic Minority Psychology, v9, n4; p 360-66 Nov.
6. Edwina, A(2000): Television Violence and Aggression. Ph. D. IRIC. Northern Ireland University.
7. Freda Dongo(2006): Volunteering in sports. Scientific Research, Publication, Trinity University,
Ireland, Dublin.
8. Kheir El-Din Aweys and Atta Hassan Abdel Rahim(1998): Sports Media, Cairo, Book Publication
Center.
9. Mohammed Al-Hamahmi and Ahmed Said Ragab(2006): Educational Media in the Fields of Sport
and Investment of leisure. Book Publication Center.
10. Mohammed Al-Gazzar(2008): Values in the Formation of the Humanitarian Behavior. Cairo,
Book Publication Center.
11. Parasuraman, A., Zeithand, V. A., Barry, L. L.(2000) :"Communication and control process in
the delivery of service quality. Journal of Marketing",Vol. 52 April.
12. Randa Mohammed Rushdi(2003): "Media in the shadow of the globalization culture and their
effect on some variables within the Egyptian family" Ph.D. Thesis (unpublished), Faculty of Letters,
Al-Minia University.
13. Researches and Studies of Public Opinion Center(2007): Sports Media As Seen By the Public.
Faculty of Information, Cairo University.
14. Sara Ismaeil Mohammed(2011): "Media treatment for issues presented in sports programs on the
Egyptian satellites". M. Sc. Thesis (unpublished), Faculty of Physical Education for Girls, Helwan
University.

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15. Sidqi Noureddin, Dalal Fathi Eid(2007): Behavior of Aggression, Intolerance and Belonging in
the Field of Sport and Physical Education, Cairo, Library of Anglo-Egyptian.

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Effect of Circadian Rhythm on the Obese Males - A Study

Moataz Hassanain 1
1

Physical Education Department, King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia

Abstract
Background: Human body follows a systematic rhythm and you can find all the organs in body
working in tandem and with a harmony .Circadian rhythm is Physiological activities in the human
body for the 24 hourly causing changes in heart rate, metabolic rate, wakefulness, and flexibility.
Circadian rhythm is also associated with changes in levels of performance in sports apart from
affecting the weight loss due to training. The aim of the study was to identify the effect of the
Circadian Rhythm on the obese males of KFUPM and find out how the time of the day (Morning or
Evening) makes changes in the Body Composition, other Biochemical and physiological variables.
Method: A group of 20 obese students aged between 18 to 22 years were subjects. Training was for
12 weeks for two groups of 10 each, one in the morning and the other in the Evening session. A Pre
and Posttest was taken on the Body Composition and selected Biochemical & Physiological
variables of the subjects. Mean, standard deviation andt test were utilized as the statistical tools.
Results: The results showed that both the groups showed reduction in the Body Composition and
other Biochemical & Physiological variables. Group I decreased Weight due to an decrease in Basic
Metabolic Rate which resulted in their weight loss when compared to group II. Furthermore there
was a decrease in the Heart Rate, LDL, Total Cholesterol, Triglycerides and increase in the HDL in
the Group I (Morning session) when compared to the group II which trained in the Evening session.
Conclusion: It is concluded that the Group I which trained in the morning session had a significant
effect on the study variables due the circadian rhythm.
Keywords: Circadian rhythm, metabolic rate, wakefulness, and flexibility
Introduction

circadian rhythm is a roughly 24 hour cycle in the physiological processes of living beings. In a
strict sense, circadian rhythms are endogenously generated, although they can be modulated by
external cues such as sunlight and temperature. Circadian rhythms are important in determining the
sleeping and feeding patterns of human beings (Baggs et al. 2009). There are clear patterns of brain
wave activity, hormone production, cell regeneration and other biological activities linked to this
daily cycle. Although circadian rhythms are endogenous ("built-in", self-sustained), they are adjusted
(entrained) to the local environment by external cues the most important of which is daylight
(Cureton, et al.1988)
Early research into circadian rhythms suggested that most people preferred a day closer to 24 hours
when isolated from external stimuli like daylight and timekeeping. However, this research was faulty
because it failed to shield the participants from artificial light. Although subjects were shielded from
time cues (like clocks) and daylight, the researchers were not aware of the phase-delaying effects of
indoor electric lights. The subjects were allowed to turn on light when they were awake and to turn
it off when they wanted to sleep. Electric light in the evening delayed their circadian phase; these
results became well known (Karatsoreos, et al. 2011). More recent research has shown that adults
have a built-in day, which averages about 24 hours; indoor lighting does affect circadian rhythms;
and most people attain their best-quality sleep during their determined sleep periods (Eleonore, et al.
2010).

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Obesity is considered as the excess total adipose tissue in the body usually expressed as fat weight or
percentage of body weight that is fat. It is concluded by researchers that Obesity is an epidemic and
meant to be a status related to health and health risks, not cosmetic concerns. It is not excess fat per
see that is concern but rather the current and subsequent health related sequelae associated with the
excess fat (Slentz, et al. 2004). In research, specific measures of fatness and even definitions of
obesity may vary greatly and depend on the particular research questions and the samples used.
Often, obese in research are those defined as the fattest by some fatness measures. The fundamental
cause of obesity is an energy imbalance between calories consumed on one hand and calories
expended on the other hand (Brien, et al. 2007). Global increases in obesity are attributed to a
number of factors like a global shift towards increased intake of energy dense foods that are high in
fat and sugars but low in vitamins, minerals and other micronutrients and a trend towards decreased
physical activity due to the increasingly nature of many forms of work, changing modes of
transportation and increasing urbanization (Romana, et al. 2013).
Obesity is associated with lifestyle and genetic factors. Among those factors, are the disruption of the
circadian clockwork and/or misalignment of the circadian timing system with the external
environment (e.g., light-dark cycle) play a role in the development of metabolic disorders (Bray &
Young, 2007).
In addition, it now seems that simply disrupting the natural (24-h) circadian rhythm and sleep-wake
cycle (as seen in shift workers, young parents, and people who frequently travel across time zones)
may also promote weight gain. Over the past 100 y, especially with the advent of electric lighting,
modern society has resulted in a round-the-clock lifestyle, in which natural connections between
rest/activity cycles and environmental light/dark cycles have been degraded or even broken. The
disruption of circadian rhythm will result in accelerated weight gain and obesity, as well as changes
in metabolic hormones (Bray & Young, 2007). In addition, the researchers found marked in changes
in the brains including loss of dendritic length and decreased complexity of neurons in brain regions
important for complex executive functions and emotional control. Consistent with these changes in
brain architecture, there was decreased cognitive flexibility and changes in emotionality in
experiments designed to test these functions. These findings certainly support the notion that
chronically disrupting the natural (24-h) circadian rhythm that can lead to substantial changes in
behavior and alterations in metabolism that would promote weight gain (Karatsoreos, et al.2011 &
Bray & Young, 2007).
Circadian rhythms are integral to the normal functioning of numerous physiological processes.
Evidence from human studies suggests that loss of rhythm occurs in obesity and cardiovascular
disease and may be a neglected contributor to pathophysiology. Obesity has been shown to impair
the circadian clock mechanism in liver and adipose tissue but its effect on cardiovascular tissues is
unknown (Romana, et al. 2013 & Zvoni, et al. 2006).
Rhythm is one of the most important gifts to the mankind in this universe. All most all the things
which exist in the globe are in accordance to a particular rhythm. Human body also follows a
systematic rhythm and you can find all the organs in body working in tandem and with a harmony
and the heart is one of the best examples with its rhythmic beats. Circadian rhythm is Physiological
activities carried on in the human body for the 24 hourly patterns. Circadian rhythm has been
demonstrated in humans for changes in heart rate, metabolic rate, wakefulness, and flexibility
(Young, 2006). Circadian rhythm is also associated with some changes in levels of performance in
sports apart from affecting the weight loss due to training. There are many scientific investigations in
the area, but still a clear picture of performance ability and loosing of weight due to training effect at
different time of the day are very small in number. The aim of the study was to identify the effect of
the Circadian Rhythm on the obese males of KFUPM and find out how the time of the day (Morning

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or Evening) makes changes in the Body Composition, Biochemical and other physiological
variables.
Method
The subjects selected for this study were from the King Fahd University of Petroleum & Minerals,
Dhahran, Saudi Arabia. A group of 20 obese students whose age ranged between 18 to 22 years were
selected randomly for this investigation. They were divided into two groups of 10 each and Group I
took the training in the morning session and the Group II was administered the training in the
Evening session. A pretest was taken for both the groups in the following Variables of Body
Composition, Weight, BMI, Basic Metabolic Rate, Fat Free Mass, Fat Mass and Fat percentage. The
other variables were Bio-Chemical like Fasting Blood Glucose Total Cholesterol, Triglycerides,
HDL, LDL and the Physiological variable like Systolic Blood Pressure, Diastolic Blood Pressure and
Heart Rate were measured. Training was imparted to the subjects for a period of 12 weeks, 4 times
per week, 1 hour per day which was spread in the following manner : 5-10 minutes of Warm Up; 20
minutes of Aerobics Training; 20 minutes of Resistance training and 5-10 minutes of cool down.
The Aerobics protocol was on the treadmill for the first four weeks with a speed of 4.5 km/h and
subsequently every week it was increased by 0.5 km/h. The protocol for resistance training was on
the following machines Leg Extension, Leg Curl, Leg Press, Horizontal Calf, Arm Curl, Chest
Press, Shoulder Press, Bench Press, Back Extension and Abdominal. The weight for all the machines
was 30% of the 1 RM for the first four weeks and the subjects were asked to complete 2 sets of 8
repetition and in the next 8 weeks it was increased to 3 sets of 8 repetition with the same constant
weight load. A Posttest was taken for both groups on the Body Composition and selected
Biochemical and Physiological variables of the subjects. Mean, standard deviation andt test were
utilized as the statistical tools.
Results
The results of the study were presented in the following tables
Table (1) showing the pre & posttest Values (Morning group- n = 10) for all the variables
Variables

Body
Composition

Biochemical &
Physiological

Weight (kg)
BMI (kg/m2)
BMR (kcal)
FAT (%)
FM (kg)
FFM (kg)
FBG (mg/dl)
T.ch (mg/dl)
Trig (mg/dl)
HDL (mg/dl)
LDL (mg/dl)
SBP(mmHg)
DBP(mmHg)
HR (bpm)

Pre
Mean Std. D
115.980 3.037
36.807 2.306
2499.600 117.060
33.440 3.042
34.120 2.984
81.860 3.737
99.126 17.351
174.167 38.509
99.377 26.489
41.231 6.057
123.800 28.855
128.500 5.017
79.800 4.803
82.200 8.561

Post
Mean Std. D
107.280 3.106
32.041 2.088
2188.800 68.001
26.770 1.840
31.750 3.317
75.530 4.326
86.386 7.839
149.497 19.087
84.555 11.259
44.536 4.459
107.500 26.563
119.800 01.033
77.500 4.143
77.100 10.939

T
16.155*
14.827*
7.541*
5.045*
1.518
4.630*
2.918*
2.921*
2.136
2.113
1.616
5.137*
1.943
1.586

*Significant at 0.05 level = 2.260

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Table (1) indicates that there was significant difference in the body composition of the Morning
group from pre to posttest on all the variables except the Fat Mass which had a meanSD of
34.122.984 for the pre and for the posttest it 31.750 3.317 with the t value of 1.158 which was
less the table value of 2.26, hence was insignificant. For the other components of body composition
like the weight, Body Maas Index, Basic Metabolic Rate, Fat %, and Fat Free Mass the t values were
16.155, 14.827, 7.541, 5.045 and 4.630 respectively which were more than the table value of 2.26.
Hence there was a significant difference in the morning group from pre to posttest on all components
of the body composition. With regard to the Biochemical variables there was significant difference in
the Fasting Blood Glucose and Total Cholesterol with the MeanSD values of 99.126 17.351 in the
pretest and 86.386 7.839 for the post-test with t value of 2.918 and 174.167 38.509 for pre and
for post 149.497 19.087 with t value of 2.921 respectively. The components like Triglycerides,
LDL and HDL did not show any significant difference. In the Physiological variables except the
Systolic Blood pressure the other variables like Diastolic Blood Pressure and Heart rate did not show
any significant difference. For Systolic Blood pressure the pretest had a MeanSD of 128.500
5.017 and the posttest was 119.800 01.033 with the 't' value of 5.137 which was significant at 0.05
levels.
Table (2) showing the difference between pre & posttest values (Evening group n = 10) for all the variables
Variables

Body
Composition

Biochemical &
Physiological

Weight (kg)
BMI (kg/m2)
BMR (kcal)
FAT (%)
FM (kg)
FFM (kg)
FBG (mg/dl)
T.ch (mg/dl)
Trig (mg/dl)
HDL (mg/dl)
LDL (mg/dl)
SBP(mmHg)
DBP(mmHg)
HR (bpm)

Pre
Mean Std. D
116.380 2.505
36.152 2.038
2559.700 166.300
31.620 3.945
33.483 2.307
82.897 2.308
90.000 4.546
186.100 24.145
93.900 29.202
38.700 3.773
131.900 26.168
129.600 4.742
78.300 6.717
82.700 5.982

Post
Mean Std. D
112.580 2.285
34.971 1.938
2380.400 138.213
30.840 2.942
34.470 2.635
78.110 3.088
91.800 7.223
190.100 31.670
80.900 16.816
41.900 4.122
128.600 25.868
126.700 6.667
79.000 5.617
81.800 9.636

T
15.234*
14.794*
8.232*
1.239
0.880
4.473*
0.761
0.978
1.106
3.012*
2.170
1.316
0.234
0.418

*Significant at 0.05 level = 2.260

The data with regard to the pre and post-test of the Evening Group is analyzed in table 2. The group
had a significant difference from pre to post-test in the following Body Composition variables,
Weight, Body Mass Index, Basic Metabolic Rate and Fat Free Mass with the t values reading 15.234,
14.794, 8.232 and 4.473 respectively at 0.05 level as the table value was 2.26. There was no
significant difference in the other variables of Body Fat Percent and Fat Mass as the calculated t
value was 1.239 and 0.880 which was less than the table value of 2.26. With regard to the
Biochemical variables except HDL which had a t value of 3.012 at 0.05 level was found to be
significant. The other variables under this category i.e. Fasting Blood Glucose, Total Cholesterol,
Triglycerides did not show any significant difference as the calculated t value at 0.05 level was found
to be less than the table value. As far as the Physiological variables were concerned there was no
significant difference found in the Systolic Blood Pressure, diastolic Blood Pressure and Heart Rate
as the arrived t values were less than the table value of 2.100.

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Table (3) showing the t values between Morning & Evening groups (post program) for all the variables
Variables

Body
Composition

Biochemical &
Physiological

Weight (kg)
BMI (kg/m2)
BMR (kcal)
FAT (%)
FM (kg)
FFM (kg)
FBG (mg/dl)
T.ch (mg/dl)
Trig (mg/dl)
HDL (mg/dl)
LDL (mg/dl)
SBP(mmHg)
DBP(mmHg)
HR (bpm)

Morning group
n = 10
Mean Std. D
107.280 3.106
32.041 2.088
2188.800 68.001
26.770 1.840
31.750 3.317
75.530 4.326
86.386 7.839
149.497 19.087
84.555 11.259
44.536 4.459
107.500 26.563
119.800 1.033
77.500 4.143
77.100 10.939

Evening group
n = 10
Mean Std. D
112.580 2.285
34.971 1.938
2380.400 138.213
30.840 2.942
34.470 2.635
78.110 3.088
91.800 7.223
190.100 31.670
80.900 16.816
41.90 4.122
128.600 25.868
126.700 6.667
79.000 5.617
81.800 9.636

T
4.347*
2.93*
3.933*
3.709*
2.030
1.535
1.606
3.472*
0.571
1.373
1.800
3.234*
0.680
1.020

*Significant at 0.05 level = 2.100

Table 3 indicates the results of all the variables between the Morning and Evening groups for the
post-test. In this table the variables under Body Composition like the Weight, Body Mass Index,
Basic Metabolic Rate and Body Fat percent showed significant difference with the t values reading
4.347, 2.93, 3.933 and 3.709 at 0.05 level as the calculated value was more than the table value of
2.100. The other two variables of Body Fat Mass and Fat Free Mass did not show significant
difference as the t values of 2.030 and 1.535 were less than the table value of 2.100. Only one
variable in the Biochemical Group i.e. Total Cholesterol with a t value of 3.472 showed significant
difference. All the other variables like the Fasting Blood Glucose, HDL, LDL and Triglycerides did
not show any significant difference as the calculated t values were well below the table value. With
regard to the Physiological variables also there was only one component of Systolic Blood Pressure
which showed marked significant difference with the t value of 3.234 at 0.05 level. The other two
variables like the Diastolic Blood Pressure and Heart Rate did not show any significant difference
since the table values were below the calculated t values.
Discussion:
The study has showed some interesting results for the obese subjects of KFUPM. For the Body
Composition there was a vast improvement in the group I which trained in morning as there was
significant difference in the t values. The Body Weight and the Body Mass Index reduced drastically
in this group along with the Body Fat Percent and Basic Metabolic Rate which was a good sign but
on the other hand the fat free mass id not show any significant change. The circadian rhythm as
noted above has effected on the systems of the body and since there was a change in the values from
pre to post-test the adipose tissue was burnt more in the morning group confirming the results of
earlier studies of (Romana, et al. (2013) Karatsoreos, et al. (2011), Hall, et al. 2007 & Donnelly, et
al. 2003). It also pertinent to note that the Basic Metabolic Rate which is one of the important
component for the weight loss was seen to have significant difference between the two groups with
the morning groups showing less BMR than the Evening group (Josephine Connolly et al. 1998).
The Bio-chemical variables had also some improvement in the group I with the total Cholesterol
showing significant difference. This variable is one of the important aspects which effects obesity
and the results confirmed that training in the morning had significant effected in reducing the total
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cholesterol which are in conformity with the results of other studies of (Tasneem, et al.
2013,Romana, et al 2013 & Cureton et al. 1988) . It is also be noted that the HDL increased in this
group which is one of the sings of reducing the obesity .It is also interesting to note that in all the
variables the group training in the morning reduced in all the study variables though the effect was
not significant but the reduction was noted making it clear that the circadian rhythm played an
important role in the obese males of this group. Even the heart rate which controls all other systems
in the body reduced drastically in the morning group which showed that morning is best time for
training to have a profound effect for reducing the weight (Young, 2006 & Almeida & Araujo,
2003).
Conclusion:
It was concluded from the results and the discussion that the Group I which trained in the morning
session had a significant effected on the study variables due the circadian rhythm and it is the best
tine for the effect in the weight loss.
References
1. Almeida ,B.M., and Araujo, C.G.S. (2003). Effects of aerobic training on heart rate. Rev Bras
Med Esporte. 9 (2).
2. Baggs JE, Price TS, DiTacchio L, Panda S, Fitzgerald GA, Hogenesch JB. (2009). Network
features of the mammalian circadian clock. PLoS Biol.; 7: e52.
3. Bray MS, Young ME. (2007).Circadian rhythms in the development of obesity: potential role for
the circadian clock within the adipocyte. Obes Rev.; 8: 169181
4. Brien ,S.E.,Karzmarzyk, P.T., Criag C.L., and Gauvin, L. (2007). Physical activity,
cardiorespiratory fitness and body mass index as predictors of substantial weight gain and obesity:
the Canadian physical activity longitudinal study. Can J Pub Health:98: 121-1224.
5. Cureton, K.J., Hill, D.W., Collins, M.A. and Grisham, S.C. (1988) Diurnal variations in responses
to exercise of "morning types" and "evening types". Journal of Sports Medicine and Physical Fitness
28, 213-219
6. Donnelly, J.E., Jakicic , J.M., Pronk, N., Smith, B.K., Kirk, E.P., and Jacobsen, D.J. (2003). Is
resistance training effective for weight management. Evid BasedPrev Med; 1: 21-29.
7. Eleonore Maury, Kathryn Moynihan Ramsey and Joseph Bass. (2010). Circadian Rhythms and
Metabolic Syndrome from Experimental Genetics to Human Disease. J. Appl. Physiol.. 115:373-382.
8. Hall, K.D.,(2007). Body fat and fat-free mass inter-relationships: Forbess theory revisited Br J
Nutr; 97 : 1059-063.
9. Josephine Connolly, Theresa Romano and Marisa Patruno. (1998). Effects of dieting and exercise
on resting metabolic rate and implications for weight management., J Appl Physiol ; 83: 270279.
10. Karatsoreos IN, Bhagat S, Bloss EB, Morrison JH, & McEwen BS (2011). Disruption of
circadian clocks has ramifications for metabolism, brain, and behavior. Proceedings of the National
Academy of Sciences of the United States of America PMID: 21220317
11. Madhu Janina Prasai Romana Saher Mughal, Stephen Bentley Wheatcroft, Mark T Kearney,
Peter J Grant and Eleanor Margaret Scott (2013). Diurnal variation in vascular and metabolic
function in diet-induced obesity: divergence of insulin resistance and loss of clock rhythm, Diabetes
62:1829-1830
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12. Slentz, C.A., Duscha, B.D., Johnson ,J.L., Ketchum , K., Aiken, L.B., and Samsa, G.P, et
al.(2004). Effects of the amount of exercise on body weight, body composition and measures of
central obesity: STRRIDE- a randomized controlled study. Arch Intern Med; 164: 31-39.
13. Tasneem S. Ansari, Owen P. McGuinness, David H. Wasserman, Carl Hirschie Johnson,( 2013)
Circadian Disruption Leads to Insulin Resistance and Obesity: Current Biology, Volume 23: 5, 372381,
14. Young ME. (2006). The circadian clock within the heart: potential influence on myocardial gene
expression, metabolism, and function. Am J Physiol Heart Circ Physiol.; 290: H1H16.
15. Zvonic S, Ptitsyn AA, Conrad SA, Scott LK, Floyd ZE, Kilroy G, Wu X, Goh BC, Mynatt RL,
Gimble JM. (2006). Characterization of peripheral circadian clocks in adipose tissues. Diabetes.; 55:
962970

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Warming-Up Timing and Its Effect on Some Biochemical Parameters and the
Skillful Level Among for Handball Players
Ola Hassan Hussein 1
1

Ass. Prof. Dr. at training sports games department, Faculty of physical education for girls, Helwan University, Egypt.

Abstract
Every sport activity needs warm-up to activate the body, reduce the risk of injury and increase
performance in subsequent tasks. However, there is little information about the warming-up timing
effects on biochemical and skillful performance among handball players . Thus, the aim of this work
was to examine changes in performance and biochemical parameters of handball players while
resting after warm-up.
Twenty five female handball players from Helwan University team(Twenty four players in addition
one goalkeeper ) were constituted subjects of this work. They were randomly sub grouped divided
into( four equal groups),(six players in each group) all of them subjected to the same warm up
session for twenty minutes. First group started an experimental handball game .immediately after
warm-up with El Ahly S.C Female handball player team for 15 minutes, .Then the second group
replaced the first group for anther 15 minutes., middle through the first half and until the end of half
, followed by the third group beginning of the second half Continued to play a 15 minutes. ( after 40
minutes of warm-up) first half (30 minutes )plus 10 minutes rest. the third group replaced by the
fourth group Half of the second half And until the end of the game (55 minutes of warm-up) all
groups were played for 15 minutes in the game
Three Blood samples was taken from each handball players measure blood (Lactate.Pyruvate and
cortisol levels). The first sample (at rest before warming-up ) was taken, the second sample was
taken immediately after warming-up. The third sample was taken at the end of resting for each
group before starting in play ( after 15,40.55 minutes) without rewarm-up. were recorded and
compared for all players through the game.
Analysis skills Performance (shooting, fastbreak, feint and defense) for each group were done during
the playing time.
Results revealed significant differences in both biochemical parameters and skill performance
denoting drop in after 15minutes. of resting after warm up with importance of rewarm up. It is
concluded that warm up result in adapting muscles for performance and lasts for only 10 minutes
after.
Introduction

very sport activity needs warm-up to activate the body, reduce the streth effect and the risk of
injury and increase performance in subsequent tasks. This may be through variety of
biomechanical, physiological and biochemical responses including increased muscle and tendon
suppleness, elevated blood flow to the muscles, acceleration of metabolic reactions and faster nerve
conduction (Bishop 2003; Hedrick 1992;, as well as acceleration of the oxygen consumption
response to subsequent exercise (Burnley et al. 2005; Hajoglou et al. 2005). Warm-up is also
intended to reduce the risk of injury (Woods et al. 2007). Warm-up is also designed to increase
muscle/tendon suppleness, stimulate blood flow to the periphery, increase body temperature, and
enhance free, coordinated movement. Finally, it has been hypothesized that warm-up may confer a

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number of psychological effects, such as increased preparedness (Bishop 2003). As such, warm-up
precedes almost every athletes participation in a competitive event.
Warm-up protocols are often supplemented by static or dynamic stretching routines. Studies have
found static stretching to be detrimental to performance in sprint runs, jumps and other activities
requiring strength (Behm et al. 2001; Fletcher and Jones 2004; Nelson et al. 2005; Young and Behm
2003), as opposed to dynamic stretching, which resulted in increased sprint running performance
(Fletcher and Jones 2004).
The effect of warm-up on subsequent sport performance has been investigated since the 1930s. There
is widespread belief that warm-up before a sporting activity may improve athletic performance
(Fradkin et al. 2010; Hedrick 1992; Over the past few years, long-held beliefs regarding the value of
pre-event static stretching have been questioned, and increased attention has centered on the
performance of higher-intensity movements during the warm-up period (Faigenbaum et al., 2005).
Direct comparison of the two stretching techniques showed that warm-up protocols including
dynamic stretching produced higher sprint run and jump performance than warm-up protocols
including static stretching (Faigenbaum et al. 2005; Fletcher and Monte- Colombo 2010; Needham et
al. 2009; Vetter 2007).
In handball games, pre-exercise warm up routines are common practice. Warm up protocols in such
games tend to reflect the experience of individual coaches, trainers, and athletes. It includes
consecutive exercises including stretching to degrade performance on vertical jumps, short sprints,
tasks requiring maximal voluntary contractions, muscle strength-endurance performance, balance
challenges, and reaction times (Behm et al., 2004; Fletcher and Jones, 2004; Nelson et al., 2005(2)).
Again, in handball game like all other games, players must under go warm up before any game but
only seven players start the game while all other players wait for their role to participate later on. The
question arising now is to how much time the effect of warm up is stays and to what degree the
players keep fit for playing. Also is there any need for re-warm up or not?
The aim of this work is to investigate changes in performance and biochemical parameters of
handball players while resting after a typical warm-up protocol. Biochemical parameters will include
lactate/pyruvate ratio and cortisol levels in plasma while physical parameters will include players
skills scouting correlated to time of resting after warm up.
Material & Methods
Subjects:
Twenty five female handball players from Helwan University team were of this study. They
randomly (twenty four players in addition goalkeeper ) were divided four equal groups, all of them
subjected to the same warm up session for twenty minutes. They participated in a qualifying game to
the final game of the universities league with El Ahly S.C Female handball player team. They
volunteered to this study according to the Helwan University ethics.
Study design:
Participants are divided randomly into four subgroups each of six players underwent the same warm
up protocol (20 minutes). Then, the first group participated in the handball game for 15 minutes. The
second group played after 15 min. to the end of the first half (15 minutes.). The third group started
the second half of the game (after 40 minutes.) post warm-up and the last (fourth) group played at the
mid of the second half of the game (after 55 minutes.) post warm-up.

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Blood analysis:
Blood samples at rest were collected under aseptic conditions from the anti-cubital vein. Post-warm
up blood sampling was performed immediately after the warm up exercise unit. Venous samples for
the measurement of plasma parameters were collected in tubes containing EDTA, centrifuged and
kept at -20 C until tested. The group samples were collected before every group participation in the
game (i. e. after 15, 40, 55 min.). Biochemical parameters including lactate, pyruvate and cortisol
levels were assayed by commercial ELISA kits.
Skill performance analysis :
Skill performance was measured for every group regarding their shooting fast break scoring, feinting
and defense either succeeded or failed.
Stastitical Analysis
All values reported as the means SD. Data are represented with resting samples and compared
post-warm up samples and after resting time samples. Mean values for the four experimental
conditions were compared by using t paired sample and/or one way ANOVA by using (SPSS V.17)
computer designed statistical program. Specific differences were assigned with a significance level
of 0.05.
Results
Results are expressed as means and standard deviations (SD) for anthropometric variables postulated
in table (1).
Table (1)
Mean S. D. Anthropometric measurements for groups
The variables
Height (cm)
Weight (Kg)
Age (year)
T- age (year)

Mean S. D
167.6 3.37
61 3.17
21.79 2.14
11.2 1.23

t
-0.72
1.56
0.72
1.08

P
0.49
0.15
0.49
0.31

Show insignificant between the in (Height, Weight, Age, T-Age )

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Table (2) show the Biochemical parameters for investigated groups
Table (2)
Biochemical parameters for investigated groups (Mean SD)
Biochemical parameters

G1 LAC (umol/l)
G1 PYRU (nmol/l)
G1 LAC/PYRU
G1 CORTISOL (ng/ml)
G2 LAC (umol/l)
G2 PYRU nmol/l)
G2 LAC/PYRU
G2 CORTISOL(ng/ml)
G3 LAC (umol/l)
G3 PYRU nmol/l)
G3 LAC/PYRU
G3 CORTISOL(ng/ml)
G4 LAC (umol/l)
G4 PYRU nmol/l)
G4 LAC/PYRU
G4 CORTISOL (ng/ml)

Pre-warm up
Post warm up
Mean SD
Immediately after the warm-up
1.09 .15
4.85 0.29
75.57 6.05
171.85 10.27
14.57 2.24
28.31 2.14
8.67 2.04
12.142 2.60
15 minutes
1.12 0.17
4.55 0.65
73.28 6.55
163.28 12.87
15.45 2.85
27.83 3.07
9.742 1.77
12.05 1.89
40 minutes
1.1514 0.08
5.22 0.29
76 3.74
185.42 9.5
15.15 0.83
28.22 1.59
9.27 2.73
10.75 2.85
55 minutes
1.05 0.09
4.82 0.58
73.71 9.72
159.85 19.04
14.51 2.01
30.82 7.2
8.84 2.2
30.82 2.88

Post resting (before playing )

3.13 0.43
155 14.39
20.24 2.13
15.7 1.44
2.38 0.2
119.42 11.3
20.20 3.34
10.34 1.35
2.26 0.21
98.85 12.13
23.19 3.32
9.5 1.73

G1: The group who participated in the game after warm up directly.
G2: The group who participated in the game after warm up and resting for 15 min.
G3: The group who participated in the game after warm up and resting for 40 min.
G4: The group who participated in the game after warm up and resting for 55 min.
LAC: Lactate
Pyru: Pyruvate
LAC/Pyru: lactate/pyruvate ratio
All investigated biochemical parameters were recorded in table (1) including lactate, pyruvate and
cortisol levels in plasma of handball players pre-warm up, post warm up and after resting time post
warm up.
Table (3)
Analysis of variance for each group in the three measured times (pre warm up compared to post warm up and resting
time after warm up)
Biochemical parameters
LAC(umol/l)
Pyru(nmol/l)
LAC/PYRU
CORTISOL(ng/ml)
LAC(umol/l)
Pyru(nmol/l)
LAC/PYRU
CORTISOL(ng/ml)
LAC(umol/l)
Pyru(nmol/l)
LAC/PYRU
CORTISOL(ng/ml)

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F
P
Sig.
G2 (resting 15 min)
98.137 .000
S
125.063 .000
S
37.115 .000
S
36.280 .000
S
G3 (resting 40 min)
182.975 .000
S
74.933 .000
S
36.574 .000
S
23.736 .000
S
G4 (resting 55 min)
198.401 .000
S
68.204 .000
S
20.882 .000
S
29.494 .000
S

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Table (3) represented analysis of variance for each group pre-warm up compared to post warm up
and after resting time post warm up. All results were significantly differed revealing change in
biochemical parameters due to resting after warm up regardless the resting time.
Table (4)
Analysis of variance for all groups compared to themselves in the three measured times
Biochemical parameters
F
P
Pre-Warm
LAC(umol/l)
1.095 .356
PYRU(nmol/l)
.295
.748
LAC/Pyru
.375
.693
CORTISOL(ng/ml)
.277
.761
Post-Warm
LAC(umol/l)
2.866 .083
PYRU(nmol/l)
6.543
.07
LAC/Pyru
.872
.435
CORTISOL(ng/ml)
.118
.890
Post resting (before playing )
LAC(umol/l)
17.392 .000
PYRU(nmol/l)
35.166 .000
LAC/Pyru
2.301 .129
CORTISOL(ng/ml)
34.435 .000

Sig.
NS
NS
NS
NS
NS
NS
NS
NS
S
S
NS
S

Table (4) showed that there were no difference in groups in the biochemical parameters at pre warm
up or post warm up but resting time after warm up was significantly changed biochemical parameters
indicating more resting time leads to more decreased biochemical levels. Lactate/pyruvate levels
were stable since both of them decreased in a similar decline levels corresponding to time of resting.
Table (5)
Skill monitoring of investigated groups according to their post warm up resting times
Group 1
(Immediately after the warmup)
Approved

Failed

Total

Approved

Failed

Total

Approved

Failed

Total

Group 4
(55 Minutes

Total

Shooting
Fast
break
Feinting
Defense

Group 3
(40 Minutes)

Failed

Skills

Group 2
(15 Minutes)

Approved

Groups

7(72%)

2(28%)

6(66%)

4(34%)

10

5(64%)

3(36%)

5(71%)

2(29%)

1(50%)

1(50%)

1(50%)

1(50%)

1(50%)

3(50%)

2(40%)

3(60%)

3(75%)
7(72%)

1(25%)
2(28%)

4
9

4(66%)
5(64%)

2(34%)
3(36%)

6
8

2(50%)
4(57%)

2(50%)
6(43%)

4
10

1(33%)
4(33%)

2(67%)
8(67%)

3
12

Table (5) record the skill scouting during the game for each group who played 15 min. regarding
shooting, fast break, feinting and defense skills. In general skills were pointing to be decreased with
more resting time after warm up.
Discussion
There were very rare studies investigated post warm up resting effect on players. Moreover, there
were no studies concerning handball (as far as the author knowledge). This study was proposed to
investigate handball players who participated in the game after resting with 15, 40 and 55 minutes.
later. Results revealed that players skills decreased gradually after rest in all skills specially shooting
and defense failure rate times. Serum cortisol, lactate and pyruvate levels decreased during rest
independent of interval rest duration time.

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The decrease in skills performance was paralleled by a decrease in the biochemical parameters This
suggests that cooling-down may be more severe after 40 & 55 minutes. where results were about to
be closed like that obtained before warm up.
Galazoulas et al. (2012) suggested the decrease in performance may be related to decreased body
temperature. This suggestion was assured by Mohr et al. (2004) who found that the decrease in sprint
running performance during the half-time of a soccer match was associated with the decline in body
and muscle temperature during the same period and that rewarming up during the half-time was
effective in maintaining sprint running performance. In this study we observed the decline in the
energy fuel markers which indicate inversed metabolic energy pathways with net decreased glucose
production leading to decreased ATP availability.
Peak serum cortisol was at the immediate post warm up exhibiting most performance skills can be
achieved with best shooting and defense approved. These results were confirmed by Van Bruggen et
al. (2011) who discovered highest serum cortisol levels at the end of exercise training with re-decline
after that. The blood lactate and pyruvate concentration exhibited a typical course of peak increase
after exercise and re-decrease afterward. The decreasing course was related to the time course of
resting after warm up (Messonnier et al., 2013).
The main finding of the present study is that resting for 40 and 55 min after a typical warm-up
protocol employed in handball in general lead to the loss of performance and may be linked to the
concomitant drop in body temperature and the decrease in the plasma cortisol concentration during
resting after the warm-up.
Galazoulas et al. (2012) suggested possible solutions to the problem that warrant further
investigation include a modification of the rules to allow the players who sit on the bench waiting for
more than 15 min. to drink high glycaemic carbohydrate intake before and after the warm-up.
Similar suggestions may apply to other sports in which regulations may allow rewarming up.
It concluded that there is a relatively fast decline in skills performance when handball players remain
inactive after warm-up irrespective to time. This study highlights the need to address the rapid drop
in both the biochemical activity monitoring parameters like cortisol, lactate and pyruvate levels and
in performance after warm-up for the handball players who do not participate in a game from the
start with the need to re-warm up after 15 min. rest from the first warm up.
Refrences
1. Behm DG, Button DC, Butt JC (2001) Factors affecting force loss with prolonged stretching. Can
J Appl Physiol 26:261272
2. Behm, DG, Bambury A, Cahill F, Power K. Effect of acute static stretching on force, balance,
reaction time, and movement time. Med. Sci. Sports Exerc. 36:13971402. 2004.
3. Bishop D (2003) Warm-up I. Potential mechanisms and the effects of passive warm up on exercise
performance. Sports Med 33:439 454
4. Burnley M, Doust JH, Jones AM (2005) Effects of prior warm-up regime on severe-intensity
cycling performance. Med Sci Sports Exerc 37:838845
5. Faigenbaum, A.D., M. Bellucci, A. Bernieri, B. Bakker, and K. Hoorens. Acute effects of different
warm-up protocols on fitness performance in children. J. Strength Cond. Res. 19(2): 376381. 2005
6. Fletcher IM, Jones B (2004) The effect of different warm-up stretch protocols on 20 meter sprint
performance in trained rugby union players. J Strength Cond Res 18:885888

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7. Fletcher IM, Monte-Colombo MM (2010) An investigation into the possible physiological
mechanisms associated with changes in performance related to acute responses to different pre
activity stretch modalities. Appl Physiol Nutr metab 35:2734
8. Fradkin AJ, Zazryn TR, Smoliga JM (2010) Effects of warming-up on physical performance: a
systematic review with meta-analysis. J Strength Cond Res 24:140148
9. Galazoulas C, Tzimou A, Karamousalidis G, Mougios V (2012) Gradual decline in performance
and changes in biochemical parameters of basketball players while resting after warm-up. Eur J Appl
Physiol 12:2320-2328
10. Hajoglou A, Foster C, de Koning JJ, Lucia A, Kernozek TW, Porcari JP (2005) Effect of warmup on cycle time trial performance. Med Sci Sports Exerc 37:16081614
11. Hedrick A (1992) Physiological responses to warm-up. NSCA J 14:2527
12. Messonnier LA, Emhoff CW, Fattor JA, Horning MA, Carlson TJ, Brooks GA (2013) Lactate
kinetics at the lactate threshold in trained and untrained men. Journal of Applied Physiology
114(11): 1593-1602
13. Mohr M, Krustrup P, Nybo L, Nielsen J, Bangsbo J (2004) Muscle temperature and sprint
performance during soccer matches beneficial effect of re-warm-up at half-time. Scand J Med Sci
Sports 14:156162
14. Needham RA, Morse CI, Degens H (2009) The acute effort of different
warm-up protocols on anaerobic performance in elite youth soccer players. J Strength Cond Res
23:26142620
15. Nelson AG, Driscoll NM, Landin DK, Young MA, Schexnayder IC (2005) Acute effects of
passive muscle stretching on sprint performance. J Sports Sci 23:449454
16. Nelson AG., Kokkonen J, Arnall DA. Acute muscle stretching inhibits muscle strength
endurance performance. J. Strength Cond. Res. 19:338343. 2005 (2).
17. Van Bruggen MD, Hackney AC, McMurray RG, Ondrak KS. (2011) The relationship between
serum and salivary cortisol levels in response to different intensities of exercise. Int J Sports Physiol
Perform. 2011 Sep;6(3):396-407.
18. Vetter RE (2007) Effects of six warm-up protocols on sprint and jump performance. J Strength
Cond Res 21:819823
19. Woods K, Bishop P, Jones E (2007) Warm-up and stretching in the prevention of muscular
injury. Sports Med 37:10891099
20. Young WB, Behm DG (2003) Effects of running, static stretching and practice jumps on
explosive force production and jumping performance. J Sports Med Phys Fitness 43:2127

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Impact of Acupressure for Psycho-Physiological Balance among the Basketball

Players of KFUPM
Syed Ibrahim 1, Moataz Hassanain 1
1

King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia

Abstract
Psycho-physiology is the science of understanding the link between Psychology and Physiology. It is
closely related to the field of Neuro Science, which is primarily concerned itself with the relationship
between Psychological events and brain response. This is often used to study the emotion and
attention response to stimuli. Acupressure is an effective therapy based on the rules of nature where
specific points on the body surface are methodically pressed. The internal organs of the body
corresponding to these points are swiftly affected and many disorders are eliminated. The main aim
of the study was to find out the effect of acupressure points in balancing the Psycho-physiological
balance of the basketball players. Method: The study involved 10 basketball players of KFUPM
undergoing the physical education course. The players were given a pre-test of 10 trails each from
the 2 point free throw line (4.57meters). The basket ballers were then given activation on the
acupressure points for a period of six weeks for balancing their Psycho-physiological state i.e.
balancing of their anxiety, panic, fear, stress and mood swing. After the conclusion of the training a
post-test was taken. The statistical tools used were mean, standard deviation and t test and the level
of significance was fixed at .05 levels. Results: The mean and standard deviation as per the
descriptive statistics for the pair 1 pre score and post score were 2.7840.69 and 2.9840.75
respectively with t being -9.55 which was significant at 0.00 level. The paired samples correlation
was .986 which was significant at .000 levels. Conclusion: It was concluded that acupressure
therapy greatly enhanced the performance of the basket ballers by improving their Psychophysiological balance which was quite significant.
Key Words: Psycho-physiological, acupressure, Neuro science.
Introduction

he term "hand-eye coordination" is very important in the sports parlance and it is the ability of
ones body's visual system to process information received through the eyes and uses it to direct
the movements of the hands. Tennis, golf, baseball and basketball players obviously require this
skill, but optimal interactions among the brain, the eyes and the limbs are also essential to focus on
the different techniques in the game of basketball. Hand-eye coordination is a complex neurological
process. It begins when the eyes send visual information to the brain, which in turn integrates the
data and turns them into a three-dimensional image. Two systems help the brain accomplish this
task: The focal system identifies the object, and the ambient system the object's position in space.
Once the information is processed, the cerebellum, located in the hindbrain, controls the motor
coordination responsible for the task. Research in cognitive neuroscience suggests that when
performing goal-directed eye and hand movements, both the time and location at which eye and hand
land on the object need to be harmonized.
When a Basketball player is trying to aim at a target in competition, panic exists as a strong mental
tension. This makes him more anxious and fear of missing the target. In other words this mental
anxiety causes muscular dysfunctions such as shivering, tightening of the body muscles, trembling of
legs, difference in respiratory rate and heart rate, thereby significantly affecting the performance of

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the sportsman. Common emotional disturbances found in basketballers are anxiety, panic attack,
depression, fear, mood swing, worry, self-doubt and stress.
According to the science of acupressure, vital energy is flows through the human body continuously.
This energy is permeates all the living cells, tissues and organs in the body providing then with life
energy through pathways called meridians. This invincible life force is responsible for all activities
of life. The balanced functioning of mental, emotional and physical aspects of human body is due to
the harmony and balance of Yin and Yang and five elements and unobstructed flow of vital energy
through all systems of the body via the meridians. Thus through acupressure the tension and
blockage is removed for the energy to flow freely in the body. These points have high electrical
conductivity causing the relaxation and elongation of the muscles resulting in alleviation and
circulation of energy and blood sufficiently to restore well-being. The main objective of acupressure
is 1) Analgesic 2) Sedation 3) Homeostasis 4) Strengthening of Immune Mechanism 5)
Psychological effect 6) Musculo-skeletal stimulation. Hence an attempt was made to
Method
The subjects for the study were 10 basketball players of KFUPM undergoing the physical education
course. The players were given a pre-test of 10 trails each from the 2 point free throw line
(4.57meters). The performance was noted for the test . The basket ballers were then given activation
on the acupressure points for a period of six weeks, thrice a week for 30 minutes each session in the
morning for balancing their Psycho-physiological state i.e. balancing of their anxiety, panic, fear,
stress and mood swing. After the conclusion of the training of six weeks a post-test was taken for the
subjects in the Free throws from 2 point free throw line. The statistical tools used were mean,
standard deviation and t test and the level of significance was fixed at .05 levels.
Result
The analysis of the data of the study had shown quite interesting results. These results are presented
in the tables which show the paired samples test, descriptive statistics and paired sample correlations.
Table (1) showing the paired sample tests
Paired Differences

Pair 1
Pre_Score
Post_Scor
e

Mean

S.D.

Std. Error
Mean

2.04000E
1

6.7527
8

2.13542

95% confidence interval

of the difference
Lower
Upper
-25.23065

-15.56935

df

Sig(2
tailed
)

-9.553

.000

Significa
nt

Table (2) showing the Descriptive Statistics

Pair 1 Pre_Score Post_Score

Mean
2.7840E2
2.9880E2

N
10
10

S.D.
40.69453
40.75073

Std. Error Mean

12.86874
12.88651

Table (3) showing the paired Samples Correlations

Pair 1 Pre_Score & Post_Score

N
10

Correlation
.986

Sig
.000

Significant

The mean and standard deviation as per the descriptive statistics for the pair 1 pre score and post
score were 2.7840.69 and 2.9840.75 respectively with t being -9.55 which was significant at 0.00
level. The Calculatedt value was 9.553 with 9 df which was more than the table value which was

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2.26 at .000 level of confidence. There was a significant improvement in the performance of the
basketballers in the post test scores as compared to the pre-test. The paired samples correlation was
.986 which was significant at .000 levels.
Discussion
The Department of Internal Medicine in Denmark studied the effects of acupuncture in 49 patients
and found to slightly increase exercise tolerance, lower systolic blood pressure, and lower angina
attack rate thereby relieving the symptoms of stress. With these results, acupuncture is found to be
effective both in laboratory and playfields settings as the stress reliever. There are many studies
which have found that the regular practice has resulted in better performance, but still under the
game conditions there will be test of the psycho-physiological parameters which effect performance.
Basketball players have to face a number of situations specially when taking a free throw where the
said Psycho-Physiological variables effect his performance. The study has clearly indicated that with
the stimulation of different points with acupuncture the performance of the basketball players has
significantly enhanced. The effect of the practice also cannot be ruled out fully as it might have also
been an aid in his improved performance.
Conclusion
On the basis of the results it was concluded that acupressure therapy greatly enhanced the
performance of the basket ballers by improving their Psycho-physiological balance which was quite
significant. This gives a clear indication that the drugless therapy can help in reaching better results
by the basketball players.
References
1. Firebrace, Peter, (1988). Acupuncture: Restoring the Body's Natural Healing Energy. New York,
New York: Harmony Books.
2. Jacqueline Filshie, Thomas Michael Cummings & Adrian White (2008). An Introduction to
Western Medical Acupuncture, Bookshop, Blackwell Company, U.K.
3. Land MF. (2009). Vision, eye movements, and natural behaviour. Vis Neurosci; 26: 5162
4. Mann DT, Williams AM, Ward P, Janelle C.M. (2007). Perceptual-cognitive expertise in sport: a
meta-analysis. J Sport Exerc Psychol; 29: 45778
5. Michael Reed Gach & Beth Ann Henning (2004). Acupressure for Emotional Healing. Bantam
Books, New York.
6. Milburn, M.P. (2010). The Tao of Health and Healing: Chinese Medicine and the New Biology.
The Crossing Press, Santa Cruz.
7. Stephen Birch & Robert Felt (2005) UNDERSTANDING ACUPUNCTURE, Redwig Book
Company, Canada.

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Analytical Study of Some Attack Technical Variables for Barcelona Team in the
Spanish Soccer League in Season 2011/2012
Mamdouh Mahmoud Mohammady 1, Omar Ahmad Aly 1
1

Assistant Professor, Department of athletic training, Faculty of Physical Education, Minia University

Abstract:
The research objective to analyze some of attack technical variables for Barcelona team in the
Spanish league soccer at season 2011/2012, through identifying most playgroups performed in the
three court parts (defense middle - attack) for attack (Start - Build - development and finish), as
well as identifying the most playgroups formations (dual- triple - quad) in parts of the court (defense
middle - attack), the researchers used the descriptive method with screening method, researchers
selected three matches for Barcelona teams via (Real Madrid - Valencia Real Susadat ) as
research sample, the researchers used a PC. AMD.SEMPRON, TV card TUNER to record matches,
CDs have been copied games on them, WinZip games AVS CONVENTER program to compress
video files, VEDIO LAN (VLC) for slow and normal play, analysis form for determining playgroups
(dual - triple - quad- Quinary) in court parts (defense middle - attack) as data collecting tools.
the most important results were that : In the defense third dual playgroups are the most performed
playgroups where it reached 65.5 % , followed by triple groups and quad play in research sample
matches. In the middle third most performers quad playgroups are the most performed playgroups,
reaching 47.4 % , followed by triple playgroups and then dual in research sample matches. In the
attack third triple playgroups are the most performed where it reached 66.5 % , followed by dual
and Quad in research sample matches .The most common form of dual playgroups commonly used in
the three parts of the court (defense middle - attack) is dual playgroups formations sets No. ( 2 )
with an average frequency of 13.4 times . The most common form of quad playgroups commonly
used in the three parts of the court (defense middle - attack) is dual playgroups formations sets No.
( 1 ) with an average frequency of 15.3 times . The most common form of triple playgroups
commonly used in the three parts of the court (defense middle - attack) is dual playgroups
formations sets No. ( 3 ) with an average frequency of 22.1 times . Ring formation of Barcelona team
back line appeared in the play method 4 /3/ 3, players were allowed to monitor the attackers through
the consistency of distances and angles between the defenders with a good spreading and the ability
to switch from defense to attack and vice versa.
Introduction:

rogress in sports field in general and soccer field in particular in countries that have reached the
finals of both continental or global is not coincidence, but underwent by the officials of those
countries to adhere to and work the results of scientific research , studies and analysis aimed to
promote their national teams to access those finals.
Hughes M, Franks I (2005, p509) argues that coaches are prone to making subjective judgments and
may be unable to recall events reliably, they are increasingly turning to match analysis as a way of
optimizing the training process of their players and teams.
Carling C, Williams AM, Reilly T (2005, p76) in the opinion that match analysis is commonly used
in many sports and is viewed as a vital process that enables coaches to collect objective information
which can be used to provide feedback on performance

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Carling C, Bloomfield J, (2008, p839) says that The main aim of match analysis is to identify the
strengths and weaknesses of ones own team, thereby enabling the former to be further developed
and the latter to be worked upon Similarly, a coach analyzing the performance of an opposing side
will use the data to identify ways of countering that teams strengths and exploiting its weaknesses.
Performance evaluation and analysis during the games, especially tactical performance is one of the
most important , difficult duties of the coach to measure , assess the tactical status of players , team
effectiveness the implementation of plans to play, in an attempt to develop technical , motor
performance for soccer players, where it is possible to watch a lot innovative and creative aspects of
players performance, whether this performance was individual or collective, especially if it was
dominated by attacking nature.
In this regard, Hanafi Mokhtar (1995, p 5) says that the most important foundations of attacking play
is the availability of attackers players who have individual skills with high employment of these
skills in the service of team play, no doubt that offensive nature made soccer more exciting for
spectators, as well as spreading pleasure and elation among the players and increase their enthusiasm
and loving for the game, the opposite of what it is if the play is with defensive nature.
Hook, C. & Hughes, M (2001, p296) argues that Tactics of attack is a part of an overall strategy and
plays an important role in soccer game. Numerous studies have focused on the analysis of offensive
action in the game, because scoring a goals is the main objective of the game. Goals and shots on
goal are the key elements that determine the success or failure of the soccer team. It is necessary to
shoot and score in order to win in soccer match.
Stacey Chapman, Edward Derse , Jacqueline Hansen (2012, p156-157) mention that the game of
Soccer is not a random combination of individual skills. It is a game of strategy and tactics based
upon principles of space and movement, In the game of soccer, teams manipulate space , time in
order to score , prevent goals. Understanding how these two concepts govern play is essential to a
proper understanding of the game. The intent of offensive strategy is to create space and time in
which to open scoring opportunities. Defensive strategy aims to constrict space and limit time in the
hope of denying the offense
In this regard Mamdouh Mohammadi, Mohammad Ali (1998, p37) mention that when you watch a
soccer match you note small groups of players changing their movements in mutual influence and
continuous with each other, whether these groups are:
Direct Group with the ball.
Assistance Group.
Adverse Group (far).
The dynamics of these groups and players reassemble is fixed during play in certain aspects and
variable in others, it is fixed, because without an agreement between the players for their
commitment to a standard set of rules they have been trained on, each player will play as by what he
sees (free for all), it is flexible and variable in other areas, otherwise each play will be duplicate of
another, and its distinctive character will be lost, therefore qualitative balance between stability and
flexibility of rules should be set, and game dynamics depends on this balance.
Sanna, L., Parks, C., (1997, p261), Kozlowski, S.W.J., Bell, B.S (2003, p333), and Egon Franck,
Stephan Nesch (2003, p218) all agreed that Although there is a consensus regarding the concept
that a team is more than the sum of its parts, researchers focus on very different factors to explain
why some teams are more successful than others. Some accounts stress the importance of the
individual abilities , knowledge of group members, while others focus on group identification and
consciousness or on leadership and the organization of work

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Mufti Ibrahim (1999, p155) that direct playing groups with the ball are often (dual - triple- quad quinary) where it can access effective offense performance through six core principles namely:
1. Attack through (dual - triple- quad - quinary)playgroups.
2. Carry out an attack with good depth and breadth.
3. Implementing effective assistance (support) for attacker fellow and playgroups.
4. Proper exchange of places, and free running.
5. Right decision in the trade-off between back attack and attack looking for loophole (keep the ball
for a period).
6. Arriving to number increase through adding a player to playgroups.
Through the experience of researchers in training at soccer Premier League they have identified five
criteria to determine the effectiveness of successful ball possession for various play groups,
researchers have given 20 degrees (equal proportions) for each of the following components to
determine the effectiveness (success) of ball possession:
1. Assistant player open body position and support distance and angle.
2. Moving in competitor back (blind side).
3. Direct play.
4. Appropriate pass.
5. Spread type of direct group with the ball (dual- triple- quad).
There is no doubt that one of the most important teams that reflected the offensive nature is
Barcelona team where ball possession percentage in the mach is more than 70% with all competitor
teams, it is might be as well the best team that can got re-possession of the ball in less time through
four basic stages begin From the moment ball lost to acquired it again to try to score a goal against
the opposing team as referred to by "Hanafi Mokhtar (1998, p261), namely:
1. Player who has the ball directly attacks the opposing player to retrieve the ball and start the attack
again.
2. Delay the attack of the opposing team until the team members return to their defense places.
3. Every player from the team controls the closest opponent player.
4. Adhesive control from the back line players for offensive line players of the opposing team.
This is in addition to that it is the team with most wins and best attack, as it is the only team in
Europe who won the UEFA twice in a row , and is the only team who also won three major
tournaments in a row (FIFA Club World Cup 2010 - UEFA twice in a row 2011, 2012).
So researchers found that it is necessary to examine some of attack technical variables for Barcelona
team by identifying the most important playing groups in parts of court (defense third- middle third
attack third) whether these formations (dual- triple- quad- quinary), which is reflected on the
development of coaches concepts and therefore design tactical exercises, according to this research
results and thus planning to be built on analytical and realistic foundations represent scientific add on
the tactical side of soccer.

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Research objective:
The research objective to analyze some of attack technical variables for Barcelona team in the
Spanish league soccer at season 2011/2012, through:
1. Determine the playgroups mostly performed attack start in defense third of the Barcelona team.
2. Determine the playgroups mostly performed attack building in middle third of the Barcelona team.
3. Determine the playgroups mostly performed attack development and finish in attack third of the
Barcelona team.
4. Determine the most dual playgroups formation in each third (defense, middle and attack.
5. Determine the most triple playgroups formation in each third (defense, middle and attack.
6. Determine the most quad playgroups formation in each third (defense, middle and attack.
Research Terms:
Attack formative stages:
That period, which can be divided into phases (start and build, develop and finish) since the moment
team posses the ball till losing and where the team becomes attacker (Mufti Ibrahim, 1990: p179).
Tactical phrases:
A set of moves performed by group of players in the form of tactical offensive performance aims to
build and develop and finish an attack in different areas of the court (Hassan Sayed. 2007: p195).
Attack third:
The third in which the opposing team's goal area is located, it is important and vital for the attack
development and finish (Stacey Chapman et al , 2012:p 254).
Play group:
Is a group of players in the team moving together to achieve an effective attack in one mind frame
(Mufti Ibrahim, 1999: p139).
Previous studies:
(1) Ahmed Mohammed Abu Elfaweed (2006), titled "An analytical study tactical offensive
performance of African Nations Cup Soccer 2006", aimed to identify tactical offensive performance
of the teams participating in the tournament beginning of the quarter-final, and the most important
results was that more plans used in the tournament is collective creation of free spaces, and wall pass
plan (1/2), passing and reception in direction other than running direction from the original plans
repeated in the attack, and the free-kicks and throw-the most frequent of the plans established
positions, plans Free Streaming, bond or assist in the attack, one of the most basic offensive schemes
used by the teams of the sample.
(2) study, Ayman Mohamed Mustafa (2007), titled "A comparative study between the scoring
effectiveness of World Cups of soccer in France, Korea and Japan," aimed to compare the
effectiveness of the scoring in the World Cups of soccer in France 1998, Korea and Japan 2002 in
terms of Technical and tactical factors affecting scoring effectiveness, and the most important results
that more goals scored from crosses and passes in front of goal diagonal passes in the attack third for
the team, and that a large proportion of the goals have been achieved from fixed positions, especially
free kicks from outside the penalty area and corner strikes.

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(3)Mohammed Farouk Yousuf (2008) titled "A comparative study of the effectiveness of tactical
offensive performance between the players at the global level and players of Egypt international
soccer and its relationship to the level of achievement in the game" aimed to identify the identifying
tactical offensive individual players in Egypt international and players at the global level, the most
important results show that there are differences between the tactical offensive individual
performances between Egypt international players and players at the global level was the
performance of the receiving and then short and long passing , absorption then short and long
passing, the performance of receiving , dribbling and then short passing, and all of those variables
were in favor of players at the global level.
(4) Nihad Ibrahim Elsayed (2008) titled " Analysis of effectiveness of some tactical offensive and
defensive performances and its relationship to the results of the World Cup Soccer 2006,", aimed to
identify effectiveness levels of some tactical offensive and defensive performances and their relation
to the outcome of World Cup matches Soccer, the most important results show that 50% of the
scoring total came from forms of termination of the attack and the ball in play, and that 50% of the
ending attack of fixed positions, and that the proportion of 25% of the games ended in a draw and
penalties resolved the results from the penalty spot.
(5) Dia Hammoud (2009) titled " Analysis offensive and defensive performance skills of players for
pivot players in (19th) Gulf soccer ", aimed to identify offensive and defensive performance and
evaluation of pivot players in (19th) Gulf soccer , and the most important results that pivot players
have a major role in passing and dribbling, coverage and surveillance, as well as the low rate of
scoring by pivots due to the weakness of their ability to target the goal.
(6) Mahmoud Salim Abdul Nabi (2009) titled " Attack speed Performance and its impact on the
percentage of shooting of some of the African teams in the African Cup of Nations Soccer in Cairo
2006, A comparative study ", aimed to recognize the importance of attack speed performance for the
degree of attack effectiveness, and the most important results that there is diversification in the use of
all means of implementing general offensive plans, collective plans and tactical phrases, and the
greater the number of passes from the moment of acquisition of the team, the less degree of
effectiveness of attack finish, and that there is diversification in the attack in terms of Number of
passes per attack form 1, 2 . even to ten or more passes, also make good use of different shooting
situations lead to increased scoring opportunities.
(7 ) Rampinini E, Impellizzeri FM, Castagna C, Coutts AJ, Wislff U. (2009) Titled Technical
performance during soccer matches of the Italian Serie A league: effect of fatigue and competitive
level. The purpose of this study was to examine the changes in technical and physical performance
between the first and second half during official matches. Further aim was to compare the technical
and physical performance of the players of the more successful teams (ranked in the first 5 positions)
with the players of the less successful teams (ranked in the last 5 positions). This study showed a
decline in technical and physical performance between the first and second half, and that both
physical performance and technical skills were different between players from more successful and
less successful teams.
(8 ) DELLAL, Alexandre, WONG, Pui Lam, MOALLA, Wassim, CHAMARI, Karim (2010).
Physical and technical activity of soccer players in the French First League: With special reference to
their playing position. The aim of this study was to analyze the physical and technical activities of
elite soccer players from the French First League, according to their playing positions. the most
important results: The total distances covered ranged from 10425.9m to 12029.5m, with especially
235.4m to 290.4m in sprinting, The technical analysis showed that the players had the possession of
the ball between 55.5sec and 74.3sec per match played, successful passes ranged 63% to 78%,

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players had the possession of the ball between 44.6sec and 47.3 sec , and not exceeded 56.5sec in all
matches, Forwards covered 4 times greater total distances in sprinting than other positions.
(9) "Muhammad Lutfi Al-Sayyid, Omar Ahmed Aly" (2010) titled " Effectiveness of tactical
offensive moves to score goals during soccer matches ", aimed to determine the tactical moves
situation and the accompanying score goals in the attack third in World Cup Soccer in South Africa
2010, types of tactical phrases according to the stages of formative attack (Start - Build Development - finish) and accompanying score goals in accordance with longitudinal division of the
court, as well as offensive areas with most scoring goals, the most important results that pass wall
(1/2), triple pass ( 1/2/3), passing and reception in the other direction than running one more moves
offensive prevailing widely used in the attack third to score goals , and the tactical phrases which
begins in the middle and build in the middle and the evolution of the wing and terminated or ending
in the middle, is also one of the most magnificent used to score goals, and the front of the penalty
area was the largest share of goals scored.
(10) Aleksandar Jankovi, Bojan Leontijevi, Milan Pai, Veselin Jelui (2012) titled Influence of
Certain Tactical Attacking Patterns On The Result Achieved By The Teams Participants Of The
2010 FIFA World Cup In South Africa. The aim of this study is to compare tactical manifestations of
soccer teams, different competitive success, defined on the basis of the achieved results in one match
at the 2010 FIFA World Cup in South Africa. results revealed that there is a statistically significant
difference in the number of successful attacks between the teams that had achieved different results
in favor of the winning teams. The results also indicate that the total run distance, on the level of one
team is not associated with the final result, Additionally, the successfulness of attacks, observed
through their accuracy, indicates the differences in their distribution (p = 0.000) between the
aforesaid groups.. However, ball possession and overall number of correct passes were figured as
important factors in achieving better results,
(11) "Ahmed Rajab Amin" (2012) titled " tactical defensive performance and its relationship to
results and ranking of the World Cup for juniors in soccer ( analytical study)", aimed to identify
individual and collective tactical defensive plans and its implementation means for local and
international teams and its relationship to the results of the games, study results showed a statistically
significant difference in the individual and collective tactical defense planning performance between
teams in research sample, and the teams that have to defend well is the difference most teams in ball
possession and then can control the match and win.
(12) Dellal A, Owen A, Wong DP, Krustrup P, van Exsel M, Mallo J. (2012) titled Technical and
physical demands of small vs. large sided games in relation to playing position in elite soccer. The
aim of this investigation was to compare total distance , sprint distance , number of ball touches
during ball possession , successful and failed passes during various small-sided games (4 Vs 4) >
Results revealed that 4 vs. 4 matches developed physiological, physical and technical efficiency as
same as competition matches, increased the high-intensity running (sprint), percentage of successful
passes and number of ball possessions were lower, that is due to court small size
(13) Eisa Mahfouz Muhammad (2012) titled " An analytical study of some scoring aspects
associated with playing methods in Soccer African Cup of Nations 2010 ", aimed to identify play
methods used in the Africa Cup of Nations 2010, which allow to score goals, as well as how players
score goals through their participation in various lines of play, and the results showed that the
method 4-4-2 was the highest in percentage of play methods in score goals (53.5%), offensive line is
the top lines in scoring goals (61.9% ). , passes from ends ranked highest in the scoring of offensive
positions with percentage of 40.8%. Penalties ranked highest scoring from fixed positions with rate
of 9.8%. .

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(14) Julen Castellano, David Casamichana,and Carlos Lago (2012), titled The Use of Match
Statistics that Discriminate Between Successful and Unsuccessful Soccer Team. This study aimed to
identify the match statistics which best discriminated between winning, drawing and losing teams.
Through (8) attack and (8) defense variables, results revealed that the variables related to attacking
play that best differentiated between winning, drawing and losing teams were total shots, shots on
target and ball possession; and most discriminating variables related to defense were total shots
received and shots on target received.
Research procedures:
To full research objectives: researchers follow the following steps:
Research Methodology:
The researchers used the descriptive approach with screening method"
Research community:
Research community is soccer players at the global level.
Research sample:
The researchers selected three matches for Barcelona in the Spanish soccer league in season
2011/2012 with Real Madrid, Valencia, Real Susedat.
Data collection tools:
Researchers used the following tools for collecting data :
1. PC.AMD.SEMPRON.
2. TV. TUNER to record the tournament.
3. CDs to record the matches hem.
4. AVS converter to reduce video file sized to fit Cds
5. VEDIO LAN ( VLC ) slow and normal play program
6. Analysis form for play groups (dual / triple / quad/ quinary) in the three parts of the court (defense
/ Middle / attack) prepared by researchers (appendix1).
7. Daily sports pages analyze Spanish League through Internet.
In light of the outcome of analysis scientific literature, "Taha Ismail et al " (1993) (40), "Hanafi
Mokhtar" (1998) (20), "Erich, Kollath" (1998) (16), "Gero, Bisanz & Gunnar Gerisch (1998)(18) ,
Mufti Ibrahim (1999) (34) , (2010)(33) , (2011)(35) , Hassan ABo Abda (2007)(21) and Stacey
Chapman et al "(2012) (39) researchers to determined the form of play groups variables (dual / triple
/ quad/ quinary) in the three parts of the court (defense / Middle / attack).

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Results:
Table (1)
Play groups average for the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts of court
(defensive Middle - attack)
Play groups
Court parts
Defense third
Middle third
Attack third

Frequency
Percentage
Frequency
Percentage
Frequency
Percentage

Dual

Triple

Quad

Quinary

Total

19
65.50%
8.3
9.70%
4
17.40%

9
31.00%
32.7
38.20%
15.3
66.50%

1
3.50%
40.7
47.40%
3.7
16.10%

--4
4.70%
---

29
-85.7
-23
--

Figure (1)
Play groups average for the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts of court
(defense Middle - attack)

Attack third

Middle third

Defense third

Attack direction
It is clear from Table (1), Figure (1) that:
In the defense third dual play groups is the largest proportion, followed by triple.
In the Middle third Quad playgroups is the largest proportion, followed by triple, third, and then
quinary respectively
In the attack third triple playgroups has larger proportion and then dual and quad.

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Table (2)
Dual playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts of
court (defense Middle - attack)
Play groups
formations

4
63.40%
1
15.90%
1.3
20.60%
6.3
100%

8
59.70%
3.7
27.60%
1.7
12.70%
13.4
100%

6
60%
3
30%
1
10%
10
100%

1
58.80%
0.7
41.20%
1.7
100%

Court parts
Defense third
Middle third
Attack third
Total

Frequency
Percentage
Frequency
Percentage
Frequency
Percentage
Frequency
Percentage

Figure (2)
Dual playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts of
court (defense Middle - attack)

60

58.8

63.4

59.7

Defense third
Middle third
Attack third

41.2
30

27.6
20.6
12.7

10

15.9

It is clear from Table (2), Figure (2) that:

dual play groups no (1) was highest in defense third followed by attack then middle
dual play groups no (2) was highest in defense third followed by middle then attack
dual play groups no (3) was highest in defense third followed by middle then attack
dual play groups no (4) was highest in defense third followed by middle
Highest formation percentage was no (2) followed by (3), (1) , then (4)

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Table (3)
Triple playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts
of court (defense Middle - attack)
Play groups
formations

1.7
16.80%
3.7
36.60%
4.7
46.50%
10.1
100%

2.3
18.70%
6.7
54.50%
3.3
26.80%
12.3
100%

3.7
16.70%
12.7
57.50%
5.7
25.80%
22.1
100%

1.3
7.50%
12.7
73.40%
3.3
12.10%
17.3
100%

Court parts
Defense third
Middle third
Attack third
Total

Frequency
Percentage
Frequency
Percentage
Frequency
Percentage
Frequency
Percentage

Figure (3)
Triple playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts
of court (defense Middle - attack)

73.4
57.5

54.51
46.61
36.6
26.81

25.8

19.1

16.7
7.5

18.7

Defense third
Middle third

16.8

Attack third

It is clear from Table (3), Figure (3) that:

triple play groups no (1) was highest in attack third followed by middle then defense
triple play groups no (2) was highest in middle third followed by attack then defense
triple play groups no (3) was highest in middle third followed by attack then defense
triple play groups no (4) was highest in middle third followed by attack then defense
Highest formation percentage was no (3) followed by (4), (2) , then (1)

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Table (4)
Quad playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts
of court (defense Middle - attack)
Play groups
formations

Frequency
Percentage
Frequency
Percentage
Frequency
Percentage
Frequency
Percentage

0.3
2%
13.7
89.50%
1.3
8.50%
15.3
100%

0.3
5.30%
4.7
82.50%
0.7
12.30%
5.7
100%

0.3
5.40%
4
71.40%
1.3
23.20%
5.6
100%

0.3
6.50%
4
87%
0.3
6.50%
4.6
100%

0.3
7.50%
3.7
92.50%
--4
100%

--4
100%
--4
100%

---3.7
100%
3.7
100%

---3
100%
3
100%

Court parts
Defense third
Middle third
Attack third
Total

Figure (4)
Quad playgroups formation averages the three Barcelona matches x (Real Madrid, Valencia, Real Susadat) In parts
of court (defense Middle - attack)

It is clear from Table (4), Figure (4) that:

Quad play groups no (1), (2), (3), and (4) was highest in middle third followed by attack then
defense
Quad play groups no (5) was highest in middle third followed by defense
Quad play groups no (6) performed only in middle third
Quad play groups no (7) performed only in attack third
Results Discussion:
To validate the first objective :
It is clear from Table (1) and figure (1) dual playgroups average in the defense third had the largest
percentage rate of 65.5%, followed by triple playgroups by 31%, then the Quad by 3.5%, which
indicates that the start of the attack for Barcelona team does not need a large number of players direct
group with the ball and this is consistent with what stated by Taha Ismail et al (1993, p47) that each
region or attack stage have its importance and role, as well as the quality of performance skills suit it
in terms of direct and dual, triangles passing without philosophy in this part and do not start of the
attack from a far location which leads to failure before it began ,The back line players spread in a
4/3/3 method is often in ring form (Figure 5).

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Busquets
Adriano/Puyol
Pique/Puyol

Mascherano

Alves

Attack direction

Figure (5)
Barcelona back line players spread in 4/3/3 method

Valdes

Hassan Abu Abda (2007, p223) stated that This formation allows to monitor different areas of the
court and through the consistency of distances and angles between the defenders of with good
spreading and the ability to switch from defense to attack and vice versa .
To validate the second objective:
It is clear from Table (1) the figure (1) the quad playgroups is the most performed in middle third
with percentage of 47.4%, followed by triple 38.2%, dual 9.7% and quinary 4.7%, the superiority of
triple and quad playgroups in the middle third is due to two main reasons:
1. Each player who ball passed to him is supported with angle and distance by two to three players.
2. The spread distance of direct play group does not exceed 12 yards where Barcelona team depends
in building attacks on short passing which does not exceed (10) yards
As for dual play groups, with a rate of 9.7 %; it is happen when Barcelona team gather play in one
part of the court and is expanding front attack through the reverse pass resulting in the dual spread
where one of the players make quick help for the player is located in the far wing in the attack third,
the proportion of quad playgroups 4.7 % is often the result from it ball re-possession of Barcelona
team in this third where they press collectively to repossess the ball.
To validate the third objective :
It is clear from Table ( 1) and figure (1) that triple playgroups is the most performed in the attack
third with percentage of 66.5%, since the Barcelona team plays in with 4 /3/ 3 method as shown in
(figure 6) and middle players coming from behind often form with Tri- attackers an inverted triangle
as a direct group with the ball , in the right form (xavi) with (Fabregas) and (Messi) form this triangle
, and in the middle part of the attack third (xavi), (Fabregas), and (Messi) form this spread, in the left
side of the attack third (Pedro), (Messi), (iniesto), and in case of wings progress of the court from
right (Alves) and left (Puyal) checks the spread of the players to form quad playgroups with different
forms with percentage of 16.1% , and dual by 17.4 % as Messi (Messi) repeatedly perform individual
penetration and progress from the back to front and on the sides of the attack third surpassing more
than one defender achieves this breakthrough form one of the duals with the rest of the offensive
players or a midfielders Advanced , which yields also effective attack directly.

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Figure (6)
Formation of the Barcelona team in play mode 4 / 3/ 3 method

Pedro/Iniesta
Messi
Fabregas/Sanchez
Cuenca

Inicsta /Puyol

Adrizno/Puyol

Xavi

Busquets

Pique/Puyol

Alves

Mascherano

Valdes

To validate the fourth objective :

It is clear from Table ( 2 ) and figure ( 2 ) that the most common form of dual playgroups commonly
used in the three parts of the court ( defense middle - attack ) is formations No. (2 ) with frequency
average of 13.4 times, followed by ( 3 ) with frequency average of 10 times, then (1 ) with an
frequency average 6.3 times , and finally (4 ) with an frequency average 1.7 times and this shows
that attack start is always on the parties of a heart defense (Puyol to Adriano) on the left , or from ((
Mascherano to Alves)) to the right , and the percentage of formations bilateral No. (2) , (3) , the
proportion of their performance in the attack third more frequently than in other two-thirds of the
court, this happen usually when change the play and this in line with what pointed out by Mufti
Ibrahim (1990, p199 ) that the wing regions , which attacker team expect find working area and free
spaces, which can develop and finish an attack to the small number of defenders as the players return
often is n behind and in the depth.
To validate fifth objective:
It is clear from table (3) and figure ( 3) that the most common triple playgroups formation used in
the three court parts ( defense middle - attack) is the formation of groups (3) with recurrence
average 22.1 times , followed by (4) with an recurrence average 17.3 times , then (2 ) with an
occurrence average of 12.3 times, then (1 ) with an recurrence average 10.1 times this an indication
that the direct playgroups with the ball in the attack third are often on the parties to build the attack
as after the start of the attack from defense third and reach the ball to attack third by the parties to the
side (Alves) on the right side start assistance (Xavi) directly from the front in the middle of the court
and back (Mascherano) investigators spread (No. 3) , as well as from the left at the start of the attack
and get the ball to (Adriano) jof (Puyol, Pique) start assistance directly from (Fabregqs, Iniesta) from
the front and back ((Pique investigators spread (4) , and conforms to this and reached results of a
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study , Mahmoud Salim Abdul Nabi (2009 ) that the more number of passes from the moment of
acquisition of the team , the less degree of effectiveness of ending the attack , and the diversification
of the attack increases its effectiveness and then chances of scoring an impressive goal , but in the
attack third proportion implementation of triple playgroups (1 ), (3 ), which forms most performers
brought in all cases the player advanced or players always face the opponent's goal , but forms of
play triple in the third defense (2 ), (3 ) is often realized when trying to restore possession of the ball
again defensive third of the Barcelona team .
To validate the sixth objective:
It is clear from Table (4) and figure ( 4) that the most common quad playgroups form commonly
used in parts of the court ( defense Middle - attack) is the formation of quad playgroups No. 1 and
repeating 15.3 times, and modulation (2) , (3) , (4), (5), (6) the number of equal approaching between
4 - 5.7 times , and this is an indication that the best spread of quad playgroups is the formation of
play groups No. 1 , where players take a certain form , which achieves angles of good vision to
assistants players on the parties in addition to the possibility of receiving the ball from the fourth
assistant in the case of receiving the ball from him a single touch.

2
1
1
8

1
1

In the attack third the most quad play groups was No. (7), (8) between 3: 3.7 times , while in the
attack defense quad playgroups were No. (1), (2), (3), (4), (5) achieved the number is almost up to
one-time (0.3) through the pressure on the opponent and after the restoration of possession of the ball
in the third defense, and the ability of Barcelona players and the technical maturity of the players
through this spreading also are doing systematic attack start of the third defensive then East then
attacking.
Conclusions:
In light of research results the researchers reached the following conclusions :
1. In the defense third dual playgroups are the most performed playgroups where it reached 65.5 % ,
followed by triple groups and quad play in research sample matches.
2. Barcelona team does not need a large number of players for a direct contact with the ball to start to
attack with moving away from philosophy and avoiding risk losing the ball , especially in the
defense third.
3. Ring formation of Barcelona team back line appeared in the play method 4 /3/ 3, players were
allowed to monitor the attackers through the consistency of distances and angles between the
defenders with a good spreading and the ability to switch from defense to attack and vice versa.
4. In the middle third most performers quad playgroups are the most performed playgroups, reaching
47.4 % , followed by triple playgroups and then dual in research sample matches.

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5. Spread distance of Barcelona team players in direct playgroup with the ball is not more than 12
yards with reliance on support distances and angles and then short passing with a distance not over
10 -yards box.
6. In the attack third triple playgroups are the most performed where it reached 66.5 % , followed by
dual and Quad in research sample matches.
7. The most common form of dual playgroups commonly used in the three parts of the court (defense
middle - attack) is dual playgroups formations sets No. ( 2 ) with an average frequency of 13.4
times.
8. The most common form of triple playgroups commonly used in the three parts of the court
(defense middle - attack) is dual playgroups formations sets No. ( 3 ) with an average frequency of
22.1 times.
9. The most common form of quad playgroups commonly used in the three parts of the court
(defense middle - attack) is dual playgroups formations sets No. ( 1 ) with an average frequency of
15.3 times.
Recommendations:
In light of research results the researchers recommend the following:
1. Organized attack (and not counter attack) should be the coached philosophy
2. There is necessity that dual playgroups to be predominant in the defense third by spread wide the
court in ring form to fast start of attack.
3. Greater percentage of attack start should be from the defensive third terminals.
4. Coaches should design exercises in specific areas ( rectangles or squares ) with numbers
commensurate with the size 3 3, 4 2, 6 3 so that the area does not exceed 10:15 yards and that
in all cases should be for each player possess the ball, two players doing the support or assistance
taking into account the distance and angle of support , in case of exercise 4 2 players should be
spread on rhombus form.
5. Coaches should emphasize in all competition drills on tactical technical points which is pointed
by researchers as reasons of the success of Barcelona team performance through the analysis namely:

Support player Open Body position and support and angle distance.
Moving in the back of opponent ( blind side ) .
Direct play.
Appropriate pass.
Spread type for direct group with the ball (dual-triple-quad)

6. There is necessity to pay attention to planning annual training program with an appropriate time
allocation for training in playgroups included in the study as well as the formations of those groups
that are most performered in conditions similar to what happens in the games.
7. There is necessity to conduct such a study on other tactical variables such as determining the
attack time or the number of successful passes , as well as a time of ball re- possession.

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References:
1. Ahmed Mohammed Abu Elfawaeed (2006): an analytical study of the performance of tactical
offensive of African Nations soccer Cup 2006, Unpublished Master Thesis , Faculty of Physical
Education, Mansoura University.
2. Ahmed Rajab Amin (2012): Tactical defensive performance and its relationship to results and
ranking of the World Cup for juniors in soccer ( analytical study ) , Unpublished Master Thesis ,
Faculty of Physical Education for Boys , Alexandria University.
3. Aleksandar Jankovi , Bojan Leontijevi , Milan Pai , Veselin Jelui (2012). Influence of
Certain Tactical Attacking Patterns On The Result Achieved By The Teams Participants Of The
2010 FIFA World Cup In South Africa, Physical Culture, vol.65 , No (1) , pp 34-45 .
4. Alexandre Della, Del. P. Wong, Wassim Moalla, Karim Chamari (2010). Physical and technical
activity of soccer players in the French First Leaguewith special reference to their playing position .
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5. Araz Ali (1998): Statistical analysis of goal scoring strategies European cup soccer championship
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6. Ashraf Mohammed Ali Jaber (2011): modes of play in modern soccer between defense and attack,
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7. Ayman Mohammed Mustafa (2007): "A comparative study between scoring effectiveness in two
World Cup soccer in France , Korea and Japan," Unpublished Master Thesis , Faculty of Physical
Education, Tanta University.
8. Carling C, Bloomfield J, Nelsen L, Reilly, T. (2008): The role of motion analysis in elite soccer.
Sports Med, 38;pp 839-862.
9. Carling C, Williams AM, Reilly T.(2005): Handbook of soccer match analysis. London: Rout
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10. David Partridge & Ian M.Franks (1989): A detailed Analysis of crossing opportunities from the
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14. Eisa Mahfouz Muhammad(2012) : An analytical study of some scoring aspects associated with
playing methods in Soccer African Cup of Nations 2010 , Unpublished Master Thesis , Faculty of
Physical Education for Men , Alexandria University,.
15. El-Sayed Aly Ibrahim (2009): "The impact of training program to develop tactical defensive
performance according to modern methods of playing soccer, unpublished Ph.D. thesis , Faculty of
Physical Education for Men, Alexandria University.
16. Erich, Kollath (1998): FuBball Technik Und Taktik, 2- Aufl-, Mayer und Mayer Verlag, Aachen.

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17. Ermanno Rampinini, Franco M. Impellizzeri , Carlo Castagnac, Aaron J. Couttsd, Ulrik Wisloff
(2009). Technical performance during soccer matches of the Italian Serie A league: Effect of fatigue
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Thought House , Cairo.
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Ed: CPA (Center for Performance Analysis). Cardiff: UWIC.;pp 295-302.
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27. Mahmoud Salim Abdul Nabi (2009): Attack speed Performance and its impact on the percentage
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development of the tactical thinking of soccer players, the Arab Thought House.
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performance among high-level players and players of Egypt in international soccer and its
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34. Mufti Ibrahim Hammad(1999) : building a soccer team, the Arab Thought House , Cairo.
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play, Ahram commercial Press , Qalyub.

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Effect Center Stability Strength Training on Some Physical and Skill Variables
Within Volleyball Players
Amira Mohammed Amir EL-Baroudi 1, Hend Farooq Abdullah Abdullah 1
1

Assistant Professor , Games training department, Faculty of Physical Education for Girls, Cairo, Egypt.

Abstract:
The research attempts to, methodologically, identify the central trainings impact of some physical
variables on the performance level of the attack and bulwark skills in case of volleyball players.
The researchers literally noticed that the performance level of the two skills is low. Players cannot
even able to perform different skills. They are not able to score. The present research attempts to
examine a new training style through which the players enable to improve muscular capabilities.
Such capabilities are the key point to improve jumping performance level and strengthen a
functional balance. And, subsequently, they will able to improve the performance level of beating
both block and bulwark.
The research sample size was 20 Players of the Eastern Tobacco Club. The research sample was
selected by deliberate choice.
Researcher sample has been selected internally, where both researchers followed the experimental
manner (measurement pre - post) on a single experimental sample the main research findings are:
muscle strength and performance improved significantly
Keywords: Central training- Balance- Functional force - Muscles ability.
Introduction:
reparation period represents the first pillar upon which coach can depend to raise players level
after the transition period; the physical and skill preparation clearly affects skill performance
level; so players better fitness enable him to use all his technical skill and perform all his tactical
duties efficiently in the preparation period .

Abdul Aziz Elnemr and Nariman al-Khatib (1996, p65) , and Sobhi Hassanein (2001,p240 ) pointed
out that muscle ability and strength is one of the most important element of fitness as it is a starting
point to learn and master motor skills, it helps player to implement desired motor task, as well as it is
the foundation to reach an advanced level of skill activity.
Tudor Bompa (1999), Dave Schmitz (2003), Ron Jones (2003), Mohamed Shehata (2006), and Fabio
Comana (2008) agreed that trunk area is the area which control motor performance, so significant
attention should be paid to trunk muscles while strength training because it is the muscle responsible
for fixing spine movements, as well as strengthen trunk muscles body axis balance and straightness
and maintain its stability during motor performance.
Akuthota, and Nadler (2004, pp63-67) argues that center stability muscles in (trunk and pelvic area
and abdominal muscles ) are ( Rectus, Tran Severus, internal, Oblique's, Hip Muscles, (Front and
Back), Spinal Muscles which are Lower back muscles and Upper back muscles, and these groups
are associated with legs, shoulders and arms muscles) are working on full transfer of strength
resulting from lower limb through trunk to upper limbs and sometimes portable tool.
Akuthota, and Nadler (2004, p68) emphasizes that center muscles weakness will lead to shortage in
transfer complete energy from lower to upper limp, and thus we get poor sport performance..
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Allen and Skip (2002, p41) in the opinion that most important benefits of practicing bodys center
muscles strengthen exercises is to increase motor efficiency during sports and daily activities
practice and increase bodys stability, producing tremendous strength from bodys center muscles as
well as adjacent muscles (shoulder, arms and legs )
Trunk area has significant effect on volleyball skills performance such smash shot, blocking and
smash serve, as when player starts strike preparation he follows this with trunk backward rotation in
reverse of strike direction till shoulder axis cross pelvic axis and left shoulder facing the yard, so
successful strike achieved, when trunk complete its swinging is the moment to start to rotate towards
strike direction through movement transmission from central part to the striking arm; where
shoulders axis rotate to face the yard through arm movement to back and trunk movement backward
then forward in strike direction followed the by wrist movement to hit the ball to achieve strike
severity.
Strike strength depends on rapid and strong trunk rotation backward then forward during strike, as
well as the arm rapid movement to face of the ball.
Recently modern training methods merged which help player raise (all force types, ability, balance)
together in the same training session and one of the most important of these methods is center
strength and stability exercises, where these exercises are considered the main key for athletes
training programs in all levels, where it works as a cornerstone to link lower the upper limbs as well
as to prevent leakage of strength resulted by axis muscles(Ron Jones, 2003L pp24, 56), this also
emphasized by Aisha El-Fateh (2011) and Guyton and Hall (2006).
Ali Hassab Allah (2000) argues that volleyball nature requires multiple and comprehensive physical,
mental, technical and tactical abilities to achieve high performance level in this game, player who
does not have individual physical abilities of specific activity cannot master motor skills for this
activity; volleyball is one of the team sports which heavily depend on muscle strength, power and
balance.
Volleyball game one of team sports which have varied essential skills in body position changes,
which requires player to have a high balance degree in various movements, Hend Farouk quote from
Ahmed Khater , Ali Fahmi El-Bek ( 2010, p420 ) that an individual can master technical complex
technical aspects of volleyball skills and performed it easily with high level through development of
players balance function (24 : 420), and as volleyball movements require jump, rolling and leaps
from movement , so it is necessary for player to acquire specific physical abilities and the most
important of it (ability, all strength types, and balance ) so that he can keep his balance during motor
performance. Samir Lutfi quoting Hanafi Mokhtar , Ihab Mustafa (2009, p130) that balance is
essential physical ability that appeared during experiments and objective observation, No player can
perform any sport movement properly if it not linked with balance. Skills performance accuracy is
associated with players ability during skill preparatory phase, so player losing his balance ability
during this phase lead to inaccuracy of skill during main phase. Through researchers work in
volleyball teaching and training they noticed low level of strength and balance elements within
volleyball juniors, so they tried to find a solution for this problem by studying this kind of training,
therefore researchers in the opinion of the importance of developing elements mentioned above using
this new kind of training through proposed training program using bodys center strength and
stability exercises and identify its effect on some physical variables and skill performance level of
smash shot, and blocking in a trial to find a solution for low level of some important and influential
fitness elements of volleyball game as well as helping to solve problem of players low technical
level. Hence this research as one of the attempts to find a method take into account recent training
trends in which it is possible to improve all strength types kinds and muscles ability as one of the

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indicators to improve jump height level, as well as improving balance element level which achieves
more effective stability during flight to perform smash and blocking skills.
Research Objectives:
The research aims to design a proposed training program using center strength and stability exercises
and identify its effect on:
1. Physical fitness elements: muscles strength (of legs - back - abdomen), muscles ability for legs,
center strength and stability test and balance within volleyball players.
2. Skill performance level for (smash shot - blocking) skills within volleyball players .
Research Hypotheses:
1. There are significant differences between the three measurements (pre, in-between and post) in
some physical fitness elements: muscles strength (of legs - back - abdomen), muscles ability for legs,
center strength and stability test and balance in favor of post-measurement
2. There are significant differences between the three measurements (pre, in-between and post) in
Skill performance level for (smash shot - blocking) skills within volleyball players in favor of post
measurement.
Research Terms:
1. Centers strength and stability exercise:
It is specific skill performance training exercises aim to develop strength and balance elements
together by focusing on strengthening center muscles, which is the origin of movement. (Aishe El
Fateh, 2011: p5 )
2. Centers strength and stability exercise (procedural definition):
It is a set of exercises to strengthen trunk muscles, according to proportions of their muscular
balance, allowing the ability of effectively and optimal use in various performances.
3. Centers muscles (Procedural definition ) :
It is around trunk working muscles (abdominal - back and pelvic muscles) and its adjacent muscles
(hip msucles).
Research Procedures :
I. Research Methodology :
Researchers used the experimental approach with one experimental group with (pre, in-between, and
post ) measurements as it suits research nature.
II. Research sample :
The research sample was selected intentionally and consisted of (20) volleyball players under 15
years from volleyball juniors in Eastern Tobacco Company club, enrolled in Volleyball Egyptian
Federation for sports season ( 2011-2012 ) .
Research sample selecting reasons and terms:
1. Training age should be at least 4 years.

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2. Possibility of implementing the proposed program by researchers on research sample in agreement
with the coach .
Skewness coefficient calculation for research experimental sample
Skewness coefficient was calculated for variables (training age - Age height - weight in addition to
some of physical and skills variables) and that after the standardizing test under discussion, table (1)
illustrates that,
Table (1)
Mean, standard deviation and skewness coefficient for research variables (n = 20 )
Variables
Age
Height
Weight
training Age
Arm muscles strength
Abdominal muscles strength
Back muscles Strength
Legs muscles strength
Center e stability strength
Legs ability
Arms ability
Right balance
Left Balance
Blocking
Smash

Measurement unit
year
cm
kg
year
Number
Number
kg
kg
Seconds
cm
meter
seconds
seconds
Number
Marks

mean
14.92
172.87
72.75
4.70
12.15
4.75
51.15
63.60
59.20
31.60
4.80
3.10
3
5.10
3

standard deviation
0.155
1.41
1.29
0.210
1.98
0.716
1.04
2.03
4.65
2.08
0.135
0.718
0.725
0.307
0.458

Skewness coefficient
-1.68
-0.121
-0.193
-0.951
0.447
0.418
0.919
0.691
0.291
0.056
-0.120
-0.152
0.000
2.88
0.000

Table (1) results reveal that skewness coefficient ranged between (3) in all variables under study
which shows that all variables are characterized with normality.
III. Data collection tools : to collect data for this study, researchers used the following:

Scientific References and related studies.

Experts opinion questionnaire (Appendix 1).
Players data collection and analysis forms
Personal interview .
Tests used in the research. (Appendixes 4 and 5 )
Tools and equipments [ meter - Stopwatch - chalk - Swedish Seats 3 kg Medical balls - Swiss
balls - volleyball courts 3m height wall]
Proposed training program (designed by researchers) (Appendix 7.8 ) .
Researchers will explain and clarify these tools:
A. Scientific References and related studies:
Researchers conducted a survey study to all references and research related to this study (e.g. Osama
Abdel- Rahman 2008, Justin Shinkle 2010, Aishe El Fateh 2011, Bliss, Lisa S. 2005) to be able to
determine the most appropriate period to conduct this study and determine the most important
muscles working around the body center of gravity to be able to achieve the greatest possible
effectiveness of performing these exercises.
Also most important fitness elements needed by the player during performance of smash shot and
locking were identified in (legs muscles ability legs, back and spine muscle strength balance to
achieve safe landing without any injuries) and this kind of training (Center stability strength) help to
raise these elements level.

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B. Experts opinion questionnaire.
A form was designed to explore expert opinion in the most important fitness elements which is
necessary to perform smash shot ad blocking skills and which may be affected positively by Center
stability strength exercises (Appendix 1).
C. Players data collection and analysis forms
A form was designed to tabulate proposed physical and skills variables for each player (Appendix 2).
D. Personal interview:
The researchers conducted personal interviews with some experts at Faculty of Physical Education
and some junior teams coaches, in Saturday 5/5/2012 with the aim of reaching to the better time
period to apply the proposed program and determine exercises intensity and training volume in
various stages of this study and appropriateness of this intensity, volume and load to research
sample .
E. Tests used in the research :
I. Physical tests :
1. Slant deep prostration to measure arms and shoulders muscles strength (Appendix 3) . (Mohamed
Sobhi Hassanein, 2001: p214 )
2. Sit-up knees bent to measure abdominal muscles groups strength (Appendix 3) , (Mohamed Sobhi
Hassanein, 2001: p p221- 222 )
3. Legs Lift strength using dynamometer ( Appendix 3 ) . (Mohamed Sobhi Hassanein, 2001: pp
210- 211 )
4. Back Lift Strength Test to measure trunk extending muscles (back muscles) (Appendix 3) .
(Mohamed Sobhi Hassanein, 2001: pp 209-210 )
5. Vertical jump test from stability to measure leg muscles ability (Appendix 3) . (Mohamed Sobhi
Hassanein, 2001: pp 304-305)
6. Medical ball throw test to largest distance to measure arms muscles ability (Appendix 3) .
(Mohamed Sobhi Hassanein, 2001: p 308 )
7. Center stability strength test ( central strength ) to measure strength and balance of central body
trunk muscles (Appendix 3) (Aishe El Fateh, 2011:26)
8. Balancing test on instep to measure the stable balance (Appendix 3) (Mohamed Sobhi Hassanein,
2001: p 571 )
II. Skill tests:
1. Straight smash shot test (Appendix 4) .
2. Repeat blocking test from various net positions. (Appendix 4) .
Physical and skill test standardization
Tests validity:
To check validity of physical and skill tests, the researchers calculated tow ends comparison for tests
under study on a sample of 16 players from Zamalek cub junior players under 15 years within the
research community and outside main research sample, physical and skills test applied on Friday,
May 25th, /2012 in order to find differences significance between the highest and lowest quartiles as
shown in table (2).

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Table (2)
Differences significance between highest and lowest quartiles to calculate tests validity (n = 16 )
Test

Measurement
unit

Arm muscles strength

Abdominal muscles strength
back muscles strength
Legs muscles strength
Center strength
Legs ability
Arms ability
Right foot balance
Left foot balance
Blocking
Smash shot

number
number
kg
kg
Seconds
cm
cm
Seconds
Seconds
number
Marks

Highest quartile
Standard
mean
deviation
1.70
0.887
7.55
0.489
2.10
2.03
0.03
2.18
2.57
4.09
42.51
3.69
5.06
0.145
6.67
0.670
7.41
0.933
3.90
0.223
8.13
0.825

Lowest quartile
Standard
mean
deviation
9.00
0.652
5.10
0.716
53.25
1.04
60.00
4.65
60.44
3.18
33.07
2.56
4.01
0.718
3.33
0.235
3.17
0.725
2.27
0.718
5.06
0.552

(T) value

significance

5.10 *
6.42 *
4.17 *
5.28 *
5.66 *
6 0.71 *
3.99 *
4.22 *
5.07 *
4.83 *
5.81 *

significant
significant
significant
significant
significant
significant
significant
significant
significant
significant
Significant

* T significance at ( 0.05) level = ( 3.18 )

Table ( 2) results reveal that there are statistically significant differences between high and low
quartiles in all study variables which shows the ability of proposed tests to distinguish between
groups, and then validity of these tests .
Tests under discussion reliability:
To check tests reliability researcher used test retest method with 7 days interval on a sample of 16
players from Zamalek cub junior players under 15 years within the research community and outside
main research sample, in the period from June 2nd, to June 3rd, 2012, correlation coefficients have
been found between the two tests using Spearman method as shown in table ( 3)
Table ( 3)
Correlation coefficient between the ( first and second ) test applications to calculate tests reliability (n = 16 )
Test

Measurement
unit

Arm muscles strength test

Abdominal muscles strength test
back muscles strength test
Legs muscles strength test
Center strength test
Legs ability
Arms ability test
Right foot balance test
Left foot balance test
Blocking test
Smash shot test

number
number
kg
kg
Seconds
cm
cm
Seconds
Seconds
number
Marks

1st application
Standard
Mean
deviation
11.40
0.987
6.87
0.670
57.55
1.82
66.81
2.20
70.56
2.81
38.55
2.55
5.53
0.145
5.33
0.801
5.77
0.638
3.10
0.253
7.54
0.725

2nd application
Standard
Mean
deviation
12.00
1.11
7.03
0.589
58.14
1.90
67.06
2.36
69.80
2.79
39.00
2.59
5.55
0.146
5.38
0.802
6.03
0.670
3.40
0.267
7.15
0.713

(T value)
0.591 *
0.611 *
0.702 *
0.588 *
0.644 *
0.713 *
0.594 *
0.692 *
0.600 *
0.725 *
0.678 *

significance
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant

(R) significant at ( 0.05) level = ( 0.497 )

Table (3 ) results reveal existence of significant correlation between the two tests (under discussion )
applications which indicates the reliability of these tests, correlation coefficients have ranged
between 0.588 and 0.725 which is acceptable correlation coefficients.
Physical and skill test standardization
Tests validity:
To check validity of physical and skill tests, the researchers calculated tow ends comparison for tests
under study on a sample of 16 players from Zamalek cub junior players under 15 years within the
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research community and outside main research sample, physical and skills test applied on Friday,
May 25th, /2012 in order to find differences significance between the highest and lowest quartiles as
shown in table ( 2) .
Table ( 2)
Differences significance between highest and lowest quartiles to calculate tests validity (n = 16 )
Highest quartile

Lowest quartile

Test

Measurement
unit

Mean

Standard
deviation

Mean

Standard
deviation

(T) value

significance

Arm muscles strength

Abdominal muscles strength
Back muscles strength
Legs muscles strength
Center strength
Legs ability
Arms ability
Right foot balance
Left foot balance
Blocking
Smash shot

number
number
kg
kg
Seconds
cm
cm
Seconds
Seconds
number
Marks

1.70
7.55
2.10
0.03
2.57
42.51
5.06
6.67
7.41
3.90
8.13

0.887
0.489
2.03
2.18
4.09
3.69
0.145
0.670
0.933
0.223
0.825

9.00
5.10
53.25
60.00
60.44
33.07
4.01
3.33
3.17
2.27
5.06

0.652
0.716
1.04
4.65
3.18
2.56
0.718
0.235
0.725
0.718
0.552

5.10 *
6.42 *
4.17 *
5.28 *
5.66 *
6 0.71 *
3.99 *
4.22 *
5.07 *
4.83 *
5.81 *

significant
significant
significant
significant
significant
significant
significant
significant
significant
significant
significant

* T significance at ( 0.05) level = ( 3.18 )

Table ( 2) results reveal that there are statistically significant differences between high and low
quartiles in all study variables which shows the ability of proposed tests to distinguish between
groups, and then validity of these tests .
Tests under discussion reliability:
To check tests reliability researcher used test retest method with 7 days interval on a sample of 16
players from Zamalek cub junior players under 15 years within the research community and outside
main research sample, in the period from June 2nd, to June 3rd, 2012, correlation coefficients have
been found between the two tests using Spearman method as shown in table ( 3)
Table ( 3)
Correlation coefficient between the ( first and second ) test applications to calculate tests reliability (n = 16 )
Test

Measurement
unit

Arm muscles strength test

Abdominal muscles strength test
back muscles strength test
Legs muscles strength test
Center strength test
Legs ability
Arms ability test
Right foot balance test
Left foot balance test
Blocking test
Smash shot test

number
number
kg
kg
Seconds
cm
cm
Seconds
Seconds
number
Marks

1st application
Standard
Mean
deviation
11.40
0.987
6.87
0.670
57.55
1.82
66.81
2.20
70.56
2.81
38.55
2.55
5.53
0.145
5.33
0.801
5.77
0.638
3.10
0.253
7.54
0.725

2nd application
Standard
Mean
deviation
12.00
1.11
7.03
0.589
58.14
1.90
67.06
2.36
69.80
2.79
39.00
2.59
5.55
0.146
5.38
0.802
6.03
0.670
3.40
0.267
7.15
0.713

(T value)

significance

0.591 *
0.611 *
0.702 *
0.588 *
0.644 *
0.713 *
0.594 *
0.692 *
0.600 *
0.725 *
0.678 *

Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant
Significant

* (R) significant at ( 0.05) level = ( 0.497 )

Table (3 ) results reveal existence of significant correlation between the two tests (under discussion )
applications which indicates the reliability of these tests, correlation coefficients have ranged
between 0.588 and 0.725 which is acceptable correlation coefficients.

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A. Tools and equipments
Researchers used the following devices:
1. Restameter to measure height in centimeters.
2. Medical scale to measure weight in kg.
3. Medical balls (3 kg) to perform medical ball throw tests.
4. Chalk to draw courts.
5. Meter for measure and draw court and distance calculation.
6. Stopwatches of same kind and works to the nearest hundredth of a second (Casio-Stop).
7. volleyball legal courts to perform skill tests.
8. Dynamometer device to measure legs muscles strength.
9. Air half balls to help in Center stability strength workouts.
10. foam mattresses - Swedish seats .
11. 1kg weights.
These tests was selected due to the following reasons :
Accepted standardization factors.
Easy to apply.
Suitable the research sample age group.
B. The proposed training program (Center stability strength) :
Program building steps:
Researchers conducted a survey of previous studies to identify the most important working
muscles during selected skills performance ( under discussion ) , namely, (shoulders - chest - arms
- back legs - abdomen muscles) and it was presented to experts in junior training to express an
opinion on proposed program content which has been developed by the researchers.
A range of diverse and intended drills using Center Stability Strength different exercises, and
using some tools, such as ( air half ball, weights , Swedish seats , barriers to use colleague )
during the period of specific preparation.
Researchers identified a period (10 weeks) for the implementation of the program, (4) sessions per
week and each session time between (100-120 minutes) distributed among training session
elements.
1. Programs objective:
Improving (smash shot, and blocking) skills performance level through development of specific
physical abilities as strength and ability of ( arms - shoulders - chest - back - abdomen - legs ) , as
well as balance element to affect muscles working around bodys center of gravity and strengthen it,
especially the lower limb muscles as it considered the source of movement and this lead to
strengthening muscles working around spine and trunk muscles, and then arrive to highest jump
during performing smash shot and blocking skills.
2. Training program development foundations:
Following training principles ( individual differences - gradient - equivalence- Adaptation integration and privacy) in developing proposed program content nd in implementing it.
Taking into account exercises order to help used muscle work sequence between muscle groups to
be in accordance with research objective to improve physical abilities and skills performance for
skills under discussion and with relevance to age group .
Choosing exercises gradient in difficulty from easy to difficult .

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3. Forming training load :
Researchers used medium intensity which raised gradually in exercises performance and was ranged
between 65 to 95% of players maximum level using body as a weight, and also when using light
weights, then researchers standardized the exercises by selecting appropriate dose for each exercise
by dividing maximum repetition number on 2 and record how long it takes the player to perform
each exercise and its load and record in-between rest between exercises, Pulse was the criteria to
determine time average.
Pulse rate was used as load intensity indicator as follows:
Medium load ( 50-75%) of maximum player ability and pulse rate ranges from (120-145) pulse
/min
High load ( 75-85%) of maximum player ability and pulse rate ranges from (170-180) pulse /min
Sub-maximal load ( 75-95%) of maximum player ability and pulse rate ranges from (170-180)
pulse /min
Rest period :
Players were given adequate rest periods to return to normal pulse rate of 120 pulse/min.
The program has been applied in special preparation period of training season.
Researchers applied Center stability and strength exercises in warm-up, special and general physical
preparation parts, while the coach applied the skills part with the research sample in researchers
presence.
The program was divided into three phases:
A. Phase I (two weeks): medium load intensity using the following exercises:

Free exercises and warm-up .

Exercises with tools help (Medical balls- Swedish seats - Ropes - Boxes .
Exercises by body weight.
Exercises with colleague carrying.
Exercises for the stability from prostration.
Balance exercises on a seat.

B. Phase II (4 weeks):
In which High training is used with concentration on specific lower limb muscles which originating
from bodys the center of gravity.
C. Phase III: The duration (4 weeks) where sub-maximal and maximum intensity used.
In which intensity increased and rest periods lowered.
Program content included:

Introductory section and the warm-up (10 minutes).

Main part 60 minutes) and its time gradually reduced till the end of the 10 weeks period.
Center stability strength exercises developed by researchers after exploring expert opinion.
Skills preparation developed by the coach.

Program timetable:
Program included (40) training sessions has been implemented in 10 weeks (4) session per week
each session time is ( 120 ) minutes divided at preparation beginning to (10 minutes) warm-up, (60
minutes) special physical preparation, (40 minutes) skill preparation and (10 minutes) cool-down,
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The researchers applied physical preparation part and other session parts except of skill preparation
which carried out by the coach
Table (4)
Session timetable in the three stages
Periods

Program phase

Warm up

Primary preparation
The second setup
Pre-competition

phase I (first preparatory period )

phase I (second preparatory period)
Phase III (pre-competition )

10 min.
10 min.
10 min.

Physical
Preparation
60 min.
55 min.
45 min.

Skills
preparation
40 min.
45 min.
65 min.

Cooldown
10 min.
10 min.
10 min.

Pilot studies:
First pilot study:
The researchers conducted the pilot study on Friday May 25th, 2012 with the aim of :
Ensuring validity of tests, tools and devices used in measurements and training process and its
suitability to research sample.
Ensure appropriateness of Center stability strength training for research physical and skills
variables.
Determine actual time each exercise performance and repetition average and time average
between sets.
Determine average rest time between exercises.
Content diversity and mutual influence between the elements.
Second pilot study:
The researchers conducted another pilot study on Saturday, June 2nd, 2012 on 16 players from
Zamalek cub junior players under 15 years within the research community and outside main research
sample to calculate physical and skill tests validity and reliability coefficients and test Center
Stability Strength exercises and ensure their suitability and appropriateness, resulted of this study
was:
Proposed program plan:
The researchers developed (40) training sessions for a program includes different exercises to suit
under-study skills performance requirements, and for two months and a half long with four session
per week , has been presented to experts in this field, Table ( 6) indicates program plan.
Table ( 5 )
Proposed program implementation plan
Phase I
Two weeks
8 units
Medium intensity and
above-medium 60 to
65% of maximum player
load

Phase II
4 weeks
16 units

Phase III
4 weeks
16 units

intensity increase to 70
to 85%

intensity increase to
90% to 95%

The program includes Center Stability strength exercises on 40 sessions implemented in 10 weeks
(four sessions/ week) on Saturdays, Mondays, Wednesdays, and Fridays. Unit time was 120 minutes.
Center Stability Strength exercises types
The researchers explained the exercises that were used in training using Center Stability Strength and
shows in (Appendix ) :

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Table (6)
Exercises Distribution among training sessions in adaptive cycles
Adaptive cycles
Units
Exercises type
Abdomen exercises
Back Exercises
Seat Exercises
Legs Exercises
Sides Exercises

1st adaptive cycle

2nd adaptive cycle

3rd adaptive cycle

4th adaptive cycle

Unit ( 1:10 )

Unit ( 11:20 )

Unit ( 21:30 )

unit (31 : 40)

Exercise 6,12
Exercise 2,13
Exercise 4,8
Exercise 14,15
Exercise 9,16

Exercise 7,12
Exercise 2,8
Exercise 5,8
Exercise 14,15
Exercise 9,16

Exercise 10,12
Exercise 2,10
Exercise 8,10
Exercise 14,15
Exercise 9,16

Exercise 11,12
Exercise 2,12
Exercise 8,16
Exercise 14,15
Exercise 9,16

Proposed training program implementation steps:

A. pre-measurement
Pre-measurements were made on research sample on Tuesday and Wednesday June 5th and 6th,
2012 in body measurement, physical and skill tests, and Center Stability strength test
B. Experiment implementation:
The proposed program has been implemented on research experimental sample on Thursday, June
6th, 2012 where the program was implemented in three phases for a period of (10) weeks by (4)
sessions per week :
1. Phase I for two weeks with session time 70 minutes.
2. Phase II for four weeks with session time 65 minutes.
3 - Phase III for four weeks with session time 55 minutes.
Where special proportion period times differ as we approach pre-competition period, so it decreases
gradually while skills preparation time increases at the end of the stage.
Post-measurements:
Post measurements were conducted for research experimental sample after the completion of the
proposed training program on Sunday and Monday August 19th and 20th , 2012 , in all tests that
have been measured in the pre-measurement and in the same order and system that has been
followed in the pre-measurement .
Statistical work:
The researchers tabulated the research results and used the following statistics:
1. Mean.
2. Standard deviation.
3. Correlation coefficients.
4. Skewness coefficient.
5. (T) test
6. Analysis of variance.
7. LSD lowest significance differences.
8. Improvement rates.
Results:
In terms of the research problem and to achieve its objectives and within research sample limits, and
statistical procedures carried out by researchers results could be presented as follows:

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Table ( 7)
Analysis of variance between the three measurements of
physical and skill variables under study
Variables

source of variance

Arm muscles strength

Abdominal muscles strength
Back muscles strength
Legs muscles strength
Center strength test
Legs ability test
Arms ability test
Right foot balance test
Left foot balance test
Blocking
Smash shot

Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups
Between groups
Within groups

sum of
squares
540.30
167.30
152.40
22.85
2282.80
254.05
1428.70
362.95
8205.70
995.90
1404.23
446.75
11.14
1.65
207.100
38.55
308.03
30.70
44.13
8.80
183.63
18.30

Degrees of
freedom
2
57
2
57
2
57
2
57
2
57
2
57
2
57
2
57
2
57
2
57
2
57

Squares
Average
270.15
2.93
76.20
0.401
1141.40
4.45
714.35
6.36
4102.85
17.47
702.11
8.18
5.57
0.002
103.55
0.676
154.01
0.539
22.06
0.154
91.81
0.321

significance

92.04 *

0.000

190.08 *

0.000

256.09 *

0.000

112.18 *

0.000

234.82 *

0.000

85.74 *

0.000

192.39 *

0.000

153.10 *

0.000

285.95 *

0.000

142.93 *

0.000

285.98 *

0.000

* Significant at (0.05) level

Table (7) results revealed presence of statistically significant differences between the three
measurements in the study variables, and to calculate differences significance researchers used LSD
and table (8) illustrates this.
Table (8)
Differences significance between the three measurements
Variables
Arm muscles
strength test
Abdominal muscles
strength test
Back muscles
strength test
Legs muscles
strength test
Center strength
Test
Legs ability
Test
Arms ability

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Mean

Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement

2:15
5.75
9:50
4.75
6.85
8.65
1.15
58.25
66.25
63.60
69.80
75.55
59.20
71.45
87.75
31.60
37.50
43.45
4.80

Premeasurement
-

In-between
measurement
-3.60 *
-2.10 *
-7.10 *
-6.20 *
-12.25 *
-5.90 *
-0.450 *

Postmeasurement
-7.35 *
-3.75 *
-3.90 *
-1.80 *
* -15.10
-8.00 *
* -11.95
-5.75 *
* -28.55
-16.30 *
* -11.85
-5.95 *
-1.05 *

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Test

In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between measurement
Post-measurement
Pre- measurement
In-between Measurement
Post-measurement

Right foot
balance test
Left foot
balance test
Blocking

Smash shot

5.25
5.85
3.10
5.30
7.65
3.00
5.75
8.55
5.10
6.10
7.20
3.00
4.65
7.25

-2.20 *
-2.75 *
-1.00 *
-1.65 *
-

-0.602 *
-4.55 *
-2.35 *
-5.55 *
-2.80 *
-2.10 *
-1.10 *
-4.25 *
-2.60 *
-

Table (8) results reveal presence of statistically significant differences between the pre and inbetween measurements in favor of in-between measurements in all study variables, there is a
statistically significant difference between in-between and post measurements in favor of post
measurement in all study variables, also there is statistically significant differences between pre and
post measurements in favor of post measurement in all study variables.
Table (9)
Improvement rates for the three measurements

Variables

Measurement
unit

Pre
Measurement
Mean

In-between
Measurement
Mean

PostMeasurement
Mean

% pre,
Inbetween

%
Inbetween,
post

%
pre,
post

number

12.15

15.75

19.50

29.7

23.8

60.4

number

4.75

6.85

8.65

44.2

26.2

82.1

kg

51.15

58.25

66.25

13.8

13.7

29.5

kg

63.60

69.80

75.55

9.7

8.2

18.7

Seconds
cm
cm
Seconds
Seconds
Number
Marks

59.20
31.60
4.80
3.10
3.00
5.10
3.00

71.45
37.50
5.25
5.30
5.75
6.10
4.65

87.75
43.45
5.85
7.65
8.55
7.20
7.25

20.6
18.6
9.3
70.9
91.6
19.6
55.00

22.8
15.8
11.4
44.3
48.6
18.00
55.9

48.2
37.5
21.8
146.7
185.00
41.1
141.6

Arm muscles strength

test
Abdominal muscles
strength test
back muscles strength
test
Legs muscles strength
test
Center strength test
Legs ability
Arms ability test
Right foot balance test
Left foot balance test
Blocking test
Smash shot test

Table ( 9) results reveal that improvement rates in physical and skill variables have varied between
the three measurements results and ranged between ( 9.3% , 70.9 % ) between pre and in-between
measurement in favor of in-between measurements, and ranged between (8.2% , 55.9 %) between
in-between and post measurement in favor of post measurement and ranged between ( 21.8 % 0.185
% ) between pre and post measurements in favor of post measurements.

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pre-measurement

in-between measurement

post-measurement

70

60

50

40

30

20

10

Arm
Abdominal
backt

Differences in the three measurements in muscles strength

pre-measurement

in-between measurement

post-measurement

45

40
35
30
25
20

15
10
5
0

Legs
Arms

Differences in the three measurements in ability tests

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pre-measurement

in-between measurement

post-measurement

90

80

70
60
50
40
30
20

10
0

Center strength test

Right balance
Left balance

Differences in the three measurements in Center Stability Strength, and balance

pre-measurement

in-between measurement

post-measurement

Blocking
Smash shot

Differences in the three measurements in skills tests

Discussion:
In light of the research objectives, methodology used, research sample, selected measurements, and
based on statistical treatments and results presentation the following is clear:

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Table (8 ) results of analysis of variance between the three measurement results ( pre, in-between and
post measurement) reveals presence of statistically significant differences between the three
measurements in favor of post measurement in research variables [(arms abdomen - back legs
strength) , muscle ability ( legs and arms ), and center stability strength test, and left and right leg
balance.
This results affirmed by table (9 ) results, where improvements rates ranged between (9.3% , 70.9 %
) between pre and in-between measurement in favor of in-between measurements, and ranged
between (8.2% , 55.9 %) between in-between and post measurement in favor of post measurement
and ranged between ( 21.8 % 0.185 % ) between pre and post measurements in favor of post
measurements.
Researchers attribute occurrence of this improvement to good planning of center stability strength
exercises and standardizing training loads in an scientific manner which is appropriate to research
sample age phase and training age, and to use Swiss ball exercises and light weights as a key part in
the center stability strength exercises in order to develop muscles strength, which researchers took
into account training with gradient loads during program implementation by training different muscle
groups , especially center parts muscles.
This research results also indicates that center stability and strength training has had positive impact
in raising fitness components researchers namely (arms , legs, back, and abdomen) muscles strength,
(arms and legs ) muscles ability, Center stability strength , and (the left and right legs balance) .
This confirms the effectiveness of these exercises in raising levels of pre mentioned elements and is
consistent with what Allen and Skip (2002) mentioned that the most important benefits resulting
from the exercise of exercises to strengthen the muscles of the central part of the body is to increase
the efficiency of the motor during exercise and daily activities and increase the stability of the body ,
and produce enormous power of the muscles of the central part of the body as well as the
neighboring muscles (shoulder , arms and legs ) (Allen, Skip, 2002: p41) .
Akuthota and Nadler (2004, p68) emphasizes that center stability strength exercises work to
strengthen center muscles and transfer full strength resulting from lower limb through the trunk to
upper limbs and sometimes portable tool and so lack of training with this type of exercise works on
weakness of center muscles and will lead to shortage in transfer complete energy from lower to
upper limp, and thus we get poor sport performance.
In this regard Dave Schmitz (2003) confirms that strength center muscles link upper and lower limbs,
in addition to that center stability strength incorporates multi-directional movements where its
exercises focus on one single limb making it the best exercises used to improve center muscles
strength (Body-center) .
Adams, et al. (1992) confirms that rubber reflection allow excellent trans of power (muscles ability)
to the biomechanics similar movements which require high capacity of trunk and legs and its results
clear on wide and high jump .
This indicates that center stability and strength exercises led to the improvement of nervous system
ability to increase the muscle work coordination between lower and upper muscles and this is
consistent with what referred with what indicated by James (1998) that volleyball player often needs
during motor performance to great coordination between his body parts, and this is linked to central
nervous system ability to provide muscle tone or muscle tension , commensurate with targeted
performance nature, also reflected reactions work to achieve the required balance between excitation
and cease operations during workin muscles system within motor performance.

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This is in line with what referred by Tudor Bompa (1999) that center stability strength exercises led
to improvement of muscle work between back and abdominal muscles , which leads to control of
trunk muscles, which is the basis for limb motor control, he also emphasized on that trunk area is an
motor performance control area, especially if this performance is dependent on limbs strength to
maintain balance in developing trunk front and back muscles, this also reflects players ability in
maintaining motor balance of all body parts.
The results of this study are consistent with Justin Shinkle (2010), Nicole Kahle (2009), Thomas et
al. (2009), and Aisha El-Fateh (2011) in that center stability strength training contribute in improving
muscles strength and ability and balance,
Fabio Comana (2004) emphasizes that strength and balance are key elements in functional exercises
and this what we achieved by this proposed training program in raising the efficiency of muscle
groups working on joints, which operates in the same direction of motor skills under discussion.
Through what previously mentioned first hypothesis could be accepted which states :
There are significant differences between the three measurements (pre, in-between and post) in
some physical fitness elements: muscles strength (of legs - back - abdomen), muscles ability for legs,
center strength and stability test and balance in favor of post-measurement
Table (8 ) results of analysis of variance between the three measurement results ( pre, in-between and
post measurement) reveals presence of statistically significant differences between the three
measurements in favor of post measurement in skill research variables (smash shot , blocking)
This results affirmed by table (9 ) results, where improvements rates ranged between (9.3% , 70.9 %)
between pre and in-between measurement in favor of in-between measurements, and ranged
between (8.2% , 48.6%) between in-between and post measurement in favor of post measurement
and ranged between ( 21.8 % - 185 % ) between pre and post measurements in favor of post
measurements.
Researchers attribute this to the fact that center stability strength exercises led to improvement of the
strength and ability of legs and arms muscles, as well as balance element where the smash and
blocking success require legs muscles ability so the player can jump to high and forward to
maximum distance , as well as arms strength and ability so shoting is characterized with power, this
result is consistent with what referred by Samir Lutfi (2009) that volleyball player must have the
physical components ( muscle strength and ability ) as they relate to skills performance (Samir Lutfi,
2009 :pp 22, 23)
Researchers also returns smash shot and blocking improvement to center stability exercises which
led to strengthening trunk muscles as they have very large impact on skills performance, this is line
with Reita (1997, pp 43,44) , who indicates that shooting strength depends on the rapid trunk
turnover and what referred by Mohammed Shehata (1997, p341) about importance to give attention
to trunk muscles when strength training for juniors.
Researchers are in the opinion that trunk area has significant impact in volleyball skills performance
such as smash shot and blocking as when player starts strike preparation he follows this with trunk
backward rotation in reverse of strike direction till shoulder axis cross pelvic axis and left shoulder
facing the yard, so successful strike achieved, when trunk complete its swinging is the moment to
start to rotate towards strike direction through movement transmission from central part to the
striking arm; where shoulders axis rotate to face the yard through arm movement to back and trunk
movement backward then forward in strike direction followed the by wrist movement to hit the ball
to achieve strike severity.

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Strike strength depends on rapid and strong trunk rotation backward then forward during strike, as
well as the arm rapid movement to face of the ball.
Center stability strength exercises positively affect on the improvement skills performance level ,
that Aisha El-Fateh , citing from Hodges (2003) that center stability strength exercise is working to
improve the nerve impulses going towards muscles , where focus is always on muscles that surround
the spine , which contain inside it the spinal cord so the neuromuscular configuration plays an
important role in how to perform movements and that these exercises led to strengthen trunk
muscles, which have major impact on these skills performance.
Researchers in the opinion that relationship between volleyball basic skills and volleyball different
physical requirements (general and specific) is a close relationship and must be taken into account
when players preparing. It should not be separation between skill and physical preparation, but on
the contrary, physical elements should be developed in accordance with skill requirements , this
achieves success in training process and thus increase the players level, when a player has high
physical abilities he can perform all skills with good level, so physical component is considered one
of the training pillars, which depends upon in players development, one of the important bases ,
which shares with motor skills in physical and skill players composition.
Researchers in the opinion that center stability strength exercises help player on spine stability during
flight for smash shot and blocking with maintaining force resulting from legs pushing.
These results are consistent with Aisha El-Fateh (2011) and quoted by her Cronin et al (2003),
Osama Abdel- Rahman (2008) and Wang & Shiang (1997) where results of these studies confirmed
positive effect of center stability strength exercises on the players physical and skill level.
This study results are consistent with Laith Ibrahim (2009) who indicates that smash shot and
blocking performance require involvement of many muscular groups beside arms and shoulder to be
performed in required strength and this done by transferring strength generated by leg muscles
through the trunk to expire with ball leaving fingers , which requires transfer of kinetic transfer of
strength between body parts and use it in a manner guarantee strongest and fastest strike.
Akuthota and Nadler (2004, p68) mention that center muscles is working to full transport of strength
resulting from the lower limb through the trunk to upper limbs and portable tool, center muscles
strength lead good athletic performance (27 : 68 ) .
Through what previously mentioned second hypothesis could be accepted which states:
There are significant differences between the three measurements (pre, in-between and post) in Skill
performance level for (smash shot - blocking) skills within volleyball players in favor of post
measurement
Conclusions: In light of research nature, objectives, hypothesis, sample, methodology used and
statistical work researchers were able to conclude the following:
1. The proposed program using center stability strength exercises led to improved muscle strength
and ability and balance.
2. The proposed program using center stability strength exercises led to improved smash shot and
blocking.
Recommendations:
In light of procedures used and results have been reached researchers recommend the following:
1. Applying center stability strength exercises on other age phases.

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2. Applying center stability strength exercises on other sports.
3. Identify the effect of center stability strength exercise on some biomechanics variables for
volleyball skills
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19. Hamdi Abdel Moneim (1997), Volleyball scientific foundations and measurement methods ,
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37. Nicole Kahle (2009) : The effects of core stability training on balance testing in young, Healthy
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The Impact of the Use of Elastic Rope to Improve the Level of Performance for
Pushing Skills in Gymnastics
Mohammed Ali Hassan Khattab 1
1

Assistant Professor, Department of Basic Sports Training - Faculty of Physical Education for men - Helwan University.

Abstract
The researcher conducted this research in order to identify the impact of the use of elastic rope in
improving the level of performance of some pushing skills in gymnastics, so the sample
number 14 gymnast from Wadi Degla Club, The researcher used the experimental design of the same
group and method of measurement tribal dimensional, and the most important results improve
muscle power level of the arms, abdomen and legs, which led to improve the level of pushing skills
under discussion, has been recommended researcher elastic ropes should be used in training the
muscle to develop the capacity to junior gymnastics.
Key words: elastic rope- Pushing skills plyometric training - Gymnastics.
Introduction:

sually aimed at sports training to prepare athletes well so that they can practice sports activity
Specialist reaching to the full inset extent of their abilities, and a gymnastics is one of these
sports activities specialist and that require more preparation compared to other sports activities, and
is meeting the requirements of the performance skills of gymnastics.
The most important elements to achieve high level, so it is a phase should start from a young age,
and since the requirements of performance skills will be available only through the availability of
physical attributes necessary for the performance, it was the most important goals of sports training
to provide the physical attributes, and perhaps the most important ever in gymnastics Pecs is the
muscle power.
trait that combine all from muscle strength and motor speed, there are many studies and research that
indicated
as
scientific
studies
of
(Mohamed Khattab 1996, 2001) and
study
of
(Amal Riad 2005), where the most important goals for sports training is to develop the abilities of
athletes in all aspects of physical, technical and psychological to the most extent of their abilities, it
has become necessary to develop programs that achieve the goal, so the knowledge of the
information and knowledge on types of training methods and tools is inevitable where to have the
greatest impact of the development for the physical attributes of public and private as well as on the
development of technical performance (Ali Abdel-Rahman 1996).
According to (Mohammad Allawi 1992) prepare skill often aimed at learning motor skills, developed
and installed so, can be achieve the highest Athletic level, and this level depends upen the
legalization, preparation skill and observance of the factors which affecting it, and that the most
important stages of preparation skill in terms of Drift August compatibility first the performance of
the motor, and then gain a good compatibility skill, (Mohammad Allawi, 1992).
According to previous researchers used many methods that aim to improve the standard of physical
and skill, and touched it to invent some tools that help as amendments to some Organs as well, and in
spite of this diversity, but it is aimed at methods improving the technical performance and physical
the results sifted of studies and research are many differences in the development, according to

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different methods of types of training programs, but they did not agree on a Slope specific or
method-specific for the development of the capacity of muscle (Ali Abdel-Rahman1996).
He also noted both (Clavs and Oernheim 1973 - 1973 klafs & Arnhim) need for a training method to
develop muscle capacity to be commensurate with the prevailing type of muscular contraction during
motor performance Username, which helps in the type of training programs based on the type of
muscular contraction during performances brain damaged disparate sports movements ( klafs, C,
E. &Arinhim, D, D. 1973 ).
And scientists have pioneered in the Soviet Union during the first decades of the sixties a new
approach to the development of muscle capacity, called the term training plyometric.
The Plyometric Training, Have popularized the use of this method in the mid-sixties after the success
of the Soviets and the Soviet footwork (Valerie Byersov, 1972 Valeri Bayrzov ) On the gold medal
in the 100 meters running race in a time of 10 seconds at the 1972 Munich (Conroy,t., R.1994).
And supports training plyometric on the principle of scientific authentic, a succession of performance
contraction muscle Lengthwise followed Constriction muscle strong and fast negligence or prolong
for a muscle specific followed by contraction muscle strong and fast dereliction to the same group of
muscle, and it appears that when the performance of a group for jumps cascading, where after the
jump, the initial rise body from the ground or surface during landing happen contraction lengthwise
separate both origin and pelletizing muscle in preparation for flexible body mass in the landing, and
during the period of shock absorption, and during the phase of upgrading to the highest constriction
happening muscular dereliction where overcome muscle strength to weight palpation AD is
accompanied by contraction muscular nearly all of the origin of the muscle and pelletizing.
(Sergio Zanon 1989 Sergio Zanon1989 ) noted the measuring of output of muscular contraction
during training plyometric when comparing it to any other muscle contraction, was found to be better
than the rest of the other types of contractions ( Sergio Zanon 1989 ).
Therefore become exercises plyometric Part of the usual training in the majority of countries and in
all sports, but each stage has a specific percentage varies depending on the objectives of the training
module (John, k. & John, W. 1980 ).
The exercises include plyometric exercises jump in place, high jump, jump over the barriers, and
partridges, overlapping the different types of jump (Abdul Aziz Elnemr and Nariman-Khatib 1996).
From the above researcher found that the scientific literature on the subject of the training plyometric
through the bottom only, but the contraction muscle available to all parts of the body muscles, and
the skills of gymnastics on all gymnastics in general and the two balance beam and exercise ground
require the availability of the muscle power to all parts of the body and special in somersaults skills,
making the researcher worked to develop a solution to this problem by designing a training program
using elastic rope to develop the capacity and level of muscle performance skills defenses,
systematic work aimed to identify the scientific results of this method and to strengthen training
programs for optimal results.
The purpose of the research:
Designing a training program using elastic rope to develop the capacity of muscle groups muscle
working in defenses in gymnastics skills to identify the ladies its impact in improving the level of
performance of some Pushing skills have junior gymnastics.

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Hypotheses:
1. There is a significant differences between pre and post - test for dimensional measurement in
muscle power.
2. There is a significant differences between pre and post test for dimensional measurement in the
level of performance pushing skills under discussion.
Research Methodology:
The researcher used the experimental method assign one group a dimensional measurement
tribal style.
The research sample:
The researcher chooses the sample deliberately for 14 gymnasts of wady degla Club age in 7-9
years old.
Table (1)
The arithmetic mean and standard deviation for homogeneity of the sample (N = 14)
M

Variables

1
2
3

Length
Weight
Age

The unit of
measurement
Centimeter
Kilogram
Year

SMA
123.29
22.21
7.71

Standard
Deviation
1.20
0.70
00.73

Mediator

Sprain

123.00
22.00
8.00

-00.25
-00.32
00.52

It Is clear from Table 1 that the arithmetic mean and standard deviation, median and coefficient data
of the sample in height, weight and chronological age may be confined between (+3, -3), which
indicates the homogeneity of the sample in these measurements, and this provides an opportunity
application program training them to ensure the unity of variables influence the training program.
Search Tools:
Use researcher Some of the tools during a search and there were many of these tools between
instrumentation and research and tests to assess the level of performance through tripartite jury in
addition to training tools and the most important of which is the training program.
A. Gauges:
Restameter to measure the length and the total weight of the body.
Medicine ball muscle to measure the power of the arms.
Wall pars to measure the power of the abdominal muscles.
A measuring tape to measure the distance of the long jump, the mouthpiece of the muscle power
of men.
B. Tests Search:
1. Threw the Medicine ball in front.
2. Threw the Medicine ball to back side.
3. Touching in step to plinth.
4. The long jump test.
5. The skill level of performance.

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C. Touched assessment Wei performance by the jury:
The jury consisted of three arbitrators s blamed assess the skill level of the athletes in the skills of
defenses under discussion, class was calculated to extract the arithmetic average of the three degrees
of arbitrators for a final grade that reflect the level of the player in each skill of these skills.
D. Pushing skills under discussion:
1. One Leg Handspring forward.
2. double takeoff Handspring forward.
3. One Leg Handspring backward.
4. Handspring backward.
E. The training program.
Steps for setting up the training program:
Goal of the program:
Capacity development program targeted muscle groups working in the skills of gymnastics defenses
in the ladies junior gymnastics at the age of (7 - 9 Years) during the period of your setup.
The foundations of the training program design:
1. Taking into account the warm-up and conduct training at the beginning of the unit.
2. Stretching exercises for all muscle groups within the warm-up exercises.
3. Duration of the training program does not exceed four adaptive cycles.
4. Number of training times not exceeds 4 weekly training modules.
5. Total duration of the program 12 week.
6. Total number of training units 48 Training module.
Training load components of muscle power program using elastic cords:
1. Intensity:
Intensity ranged almost service between 70% to 95% has been patron of the principle researcher in
load during the gradient week .
2. Size:
Number of iterations used 12 - 20 repeat, that this is done through a number of groups ranging
from 3 - 6 sets to be a one-time group approximately 30 seconds.
3. Rest:
The researcher identified the times of rest and in accordance with the fur s individual to be a positive
rest during which stretching exercises ranged between 2 s - 2.30 s between groups, the 5 s between
exercise.
Variables:
Find variables included total length of the body, the total weight of the body, chronological age, the
training age, the ability of the arms muscle, muscle power to the abdominal muscles, muscle power
of men, the skill level of skills defenses.

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Implementation of the search experience:
1. Tribal measurements of:
Find sample researcher has assigned a number of three arbitrators in order to assess the level of
skill performance.
2. Application of the training program:
Even on Monday, 8/3/2010. Through the passage of the training program in four phases, the first of
which lasted three weeks, the severity of load during which 70% of the number of occurrences of
the 20 repeat performed by the same group throughout the 6 sets periods of rest home minutes
between each set and another five minutes between each exercise and the last to be rest between the
groups is positive which stretching exercises, and rest between exercises be negative explain the
purpose and method of performing the following exercise.
The second phase lasted three weeks, was the severity of load during which 75% the number of
occurrences of the 18 repeat performed by one group over 5 sets rest periods between exercises and
similar groups for the first stage.
The third phase also lasted three weeks during which the intensity of 85% after 15 repeated
occurrences lead by one group over the 4 periods of rest between sets and exercises similar groups of
the first and second phases.
The fourth phase also lasted three weeks during which the intensity of 95% after 12 iterations repeat
performed by one group over the 3 sets periods of rest between exercises five minutes
and 2.30 between groups.
3. Dimensional measurements:
The researcher conducted the dimensional measurements of search variables, whether physical or
muddy conditions on Wednesday and Thursday 10, 03/11/2010 Find the same sample style
tribal measurements.
4. Statistical processors:
The researcher used some treatments appropriate to the nature of statistical experimental design used,
and through the use of statistical package SPSS Where extracted significant differences between pre
and post test and in the manner Wilcoxon test.

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Display and interpretation of the results:
First: The research results are displayed:
Table (2)
Significant differences between pre and post measurements for search variables (N = 14)
Variables
Medical throwing
the ball
For ground
Medical throwing
the ball
Successor
Attachment
Touching Instep

Long jump

Ranks

Number

Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total

0
14
0
14
0
14
0
14
0
14
0
14
0
14
0
14

Average
grades
.00
7.50

Sum of
squares
.00
105.00

.00
7.50

.00
105.00

.00
7.50

.00
105.00

.00
7.50

.00
105.00

Value
(z)

Semantics

-3.307

* D.

-3.301

* D.

-3.341

* D.

-3.305

* D.

Value (z) at the level of significant 00.05 equals 1.96

It Is clear from Table (2) the presence of statistically significant differences between pre and post
measuring dimensional in all the variables physical concerning the muscle power, both of the arms or
the abdominal muscles or the legs, where it came from differences statistically significant and this
means that there is a difference between the arithmetical averages of measurements posteriori for
tribal favor of the post measurement.
Table (3)
Significant differences between pre and post measurements Skills defenses (N = 14)
Variables
One Leg
Handspring forward.

double takeoff
Handspring forward.
One Leg
Handspring
backward.
Handspring
backward.

Ranks

Number

Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total
Negative Ranks
Positive Ranks
Ties
Total

0
14
0
14
0
14
0
14
0
14
0
14
0
14
0
14

Average
grades
.00
7.50

Sum of
squares
.00
105.00

.00
7.50

.00
105.00

.00
7.50

.00
105.00

.00
7.50

.00
105.00

Value
(z)

Semantics

-3.317

* D.

-3.314

* D.

-3.314

* D.

-3.301

* D.

Value (z) at the level of significant 00.05 equals 1.96

It is clear from the table (3) there are no significant differences between pre and post test for
dimensional measurement in all pushing skills under discussion came statistically significant

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differences and this means that there is a difference between the arithmetic averages of dimensional
measurements for tribal favor of the post measurement.
Second: the interpretation of the results:
It Is clear from Table (2) the presence of statistically significant differences between measurements
pre and post for measuring dimensional in all the variables physical concerning the muscle power,
both of the arms or the abdominal muscles or the legs, where it comes from differences and this
means that there is a difference between the arithmetical averages of measurements posteriori for
tribal favor of the post measurement.
This underlines the sincerity first hypothesis, how Means that the training program has led to positive
changes, which refers to the credibility of the program in achieving its objectives and improving
performance level of the athletes, and can be explained by the fact that exercises the muscle power to
the abdominal muscles had an impact effective and this is consistent with what referred to each of
the (Bosco et Bosco, C., et al 1982 (F) Zeeuw et al 1998 Xiao et al 1998 ) That plyometric exercises
lead to improved muscle capacity by improving the systolic properties of muscle fibers participate in
the performance, and also consistent with what referred to (Sergio Zanon 1989 Sergio Zanon
1989 ) That the result of muscular contraction during training plyometric the best compared to any
other contraction where that contraction plyometric characterized by speed and strength for the rest
of the other types of contraction.
As can be seen from the table (3) the presence of significant differences between measurements pre
and post for measuring dimensional in all pushing skills under discussion, where it came from
differences statistically significant and this means that there is a difference between the arithmetical
averages of measurements posteriori for tribal in favor of the measure posttest.
This underlines the sincerity of imposition second of the presence of statistically significant
differences between the two measurements pre and post for measurement posttest in all pushing
skills under discussion, where it came from these differences between the averages measurements
before and after, and explains that the training program in question has led to a high level of muscle
power each by the arms, abdomen and legs as the foundation that builds upon improving pushing
either arms or legs, and where the types of contraction muscle used in the training program using
elastic rope was stemming from the nature of the performance skills as well as similar to the
properties of the ropes elastic in the back of finery natural and this is consistent with what referred to
by all (Clavs and Erinhim 1973) ( Klafs. &Arnhim 1973) That the method used in the training should
it fit with the nature crunch prevailing during the performance skills, can also be explained by the
fact that the interest of coaches capacity development muscle of the legs was taking more space
without the other before the application of the training program which led to the weak response of
the muscles of the legs to exercise the muscle power of the legs.
It is also clear that Improve all pushing skills under discussion means that the use of elastic rope in
the program Altdr Libby influence was positive and effective in improving the level skills have the
athletes, and can be explained that the exercise elastic rope placed inside the training program was
well-suited to improve the level of performance pushing skills under discussion can also be referred
to the need to develop the muscle power constantly, how much you should take more space than
others in the training program that lead to working muscle outlined in improve performance skills.
This is consistent with the principles of training for the development of the physical characteristics of
the motor skills, according to a (ZEW. C 1998 Xiao. G 1998 ) That the training to develop their own
physical abilities the technical characteristics of the motor skills led to improved performance of the
national team level Chinese gymnastics, winning the Olympic Games Twenty-sixth Atlanta.

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Conclusions:
1. Training program led to all variables improved the ability for both muscular arms, abdominal
muscles, or the legs, and this confirms sincerity first hypothesis.
2. Improve the level of ability led to improved muscle all the pushing skills are research and this
confirms the sincerity of the second hypothesis.
3. The use of elastic rope led to improved muscle capacity by improving the systolic properties of
muscle fibers participate in the performance.
4. Training program leads to improve the output of muscular contraction became accelerate
performance skills defenses.
5. Training program led to a rise in the level of muscle capacity of each of the arms, abdomen and
legs as a foundation upon which builds improve pushing whether foots or arms.
6. Training using elastic rope led to the transfer of the properties of elastic rope to in terms of the
speed of muscle contraction and return to natural's Coffee after contraction.
7. The use of elastic rope in training suited for nature of prevailing crunch through skill performance
skills defenses.
8. Training to develop their own physical abilities the technical characteristics of the psychomotor
skills leads to improve the performance of technical skills.
Recommendations:
1. The need to use elastic rope to junior gymnastics in the development of various physical attributes
in general and especially muscle power.
2. Need to pay attention to the development of the skills of defenses in terms of their impact far back
on the rest of the skills that lead to accumulator g e Gymnastics different.
3. Attention to the training of muscle torso belt by the parties to ensure the effectiveness of
improving the level of muscles parties.
4. The need to conduct such a study on other skills other devices and other samples.
5. Finding appropriate methods for the development of different types of crunch prevailing in the
motor skills of gymnastics.
References:
1. Ali Mohammed Abdul Rahman (1996): Practical Applications in gymnastics, (Training Education) - Press Melegy - Cairo.
2. Amal Riad Mohamed Abdel Rahman 2005: developing the capacity of muscle and its impact on
payment Baldhirain and the legs and the level of performance of some chains acrobatic the two
balance beam and movements ground for junior gymnastics - Journal of Menoufia University of
Physical Education and Sports - Monofia - Volume I - Issue VIII - July
3. Abdul Aziz Alnemr - Nariman-Khatib (1996): athletic training, weight training, design programs
and force planning training season - the center of the book for publication - Cairo.
4. Bosco , C., Kompi., Pulli ,M Pittera,C.& Montonev , H. (1982): considerations of the training of
the elastic potential of the human skeletal muscle , volleyball technical journal , vol.6.
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5. Conroy , t ., r . (1994): Plyometric Training and its effect on Speed , Strength , and Power ,of
Intercollegiate athletes, '' Microform Publication''.
6. john , k. & John , W. 1980 : track and field plyometric- the physician and medicine , vol . 16 , no
.3 , march.
7. klafs ,C, E . & Arinhim , D,D . 1973 : Modern Principals of athletes Training - Saint Lois , C , V
, Mosby.
8. Mohammed Ali Hassan Khattab 1996: the impact of a training program for the development of the
ability of muscle using electrical stimulation on the level of performance aerobic sessions on the
device ground movements in gymnastics - Unpublished Master Thesis - Faculty of Physical
Education for Boys in Cairo - Helwan University.
9. Mohammed Ali Hassan Khattab 2001: The effect of a combination of training for the alarm and
electrical installation method the reverse as a way to slow the development of muscle capacity Unpublished Ph.D. Thesis - Faculty of Physical Education for Boys in Cairo - Helwan University.
10. Mohammad Hassan Allawi (1992): Mathematical training - i 12 - Dar Elfekr Elaraby- Cairo.
11. Sergio Zanon (1989) :'' plyometric past and present '' ,new studies in athletics , march.
12. Xaio ,G ,1998 : Research On The Specific Strength Training Of Gymnasts On The Chinese ,
Serial , Journal Of Being University Of Physical Education.

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Evaluation with Using E-Portfolio and Its Effectiveness on Improving Higher

Cognitive Levels for Some Track and Field Events
Hadeer Moustafa Mohammed 1
1

Lecturer of Curriculum and Teaching Methods of Track and field Events- Department of Curriculum and Teaching Methods Of
Physical Education- Alexandria University- Egypt.

The Research Terminology

Evaluation with using E-portfolio : (Procedural)
Its a portfolio that includes the best and main scientific achievements of the students in the
theoretical part content of the curriculum and teaching methods course of track and field events of
the fourth year , from learning process start to end, it clarifies their progress through studying
course content . The portfolio includes (course description - a list of contents- the educational
activities assigned to the students prepared according to an educational tasks card, announced to
the students with its evaluation criteria - learning multi media and and presentations involved and
accompanying to the specific educational activities the criteria form designed to assess the
student's file and prepared by the instructor) to present the file in its final electronic shape on CD
to be loaded to the specific page designed by the student on the Internet.
Higher cognitive levels:
Defined by both of Anderson& Krathwohl (2001) as a high mental operations that requires the
student to be able to (analysis, synthesize and evaluate) according to Bloom's Taxonomy of
Educational Objectives goals which allows the learners to develop concepts , utilizing all available
creative, educational and technological fields
Educational tasks: (Procedural)
A set of works assigned and submitted to the students in a form of assignments for each component
of the theoretical content of scheduled events . This set deals with tasks which develop higher
cognitive levels of analysis, synthesis and evaluation according to the relative importance of each
element of the content , which are evaluated according to the criteria card inserted in five levels.
The first level represents the weak level reaching the fifth level of Excellent. The student will obtain
it according to her fulfillment of the specific tasks requirements of each level and will detect the
students talents to be oriented and the weaknesses to deal with it.
Introduction and Research problem:

tudent evaluation is one of the educational system cycle , and most system affected, it is input to
the development of the educational system as all, and the treatment for many educational
problems, its results affect in the educational system as all.
Modern educational attitudes called for some kind of Evaluation known as the alternative evaluation,
which is clarify from BU e-portfolio( 2012) and, "El Barakati" (2008:2). That is one of the
technological innovations being used as a tool for objective assessment of effective and reliable in
evaluating the performance of learners based on specific criteria rather than tests that lack of
objectivity in the evaluation.

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"Gomez" (2002:2) has defined it as an organized set of student works , can be measured through
rational standards , those standards includes grading marks, note cards, revision lists or estimating
measures, it may include evaluations based on performance, laboratory reports or search reports.
The importance of using it in learning has been grown, , remember The Higher Education Academy
in the United Kingdom(2010), "Hassan" (2009:1), and "Othman" & "Hassan" (2007:103)), that it
documents the educational performance of learner and contribute to the development of higher
integrated and cognitive levels between teaching and evaluation practices, it provides with ongoing
feedback throughout the educational process. In addition to using many of the technical facilities
available in the high light of evaluation with utilizing a specific standard for effective learning.
As the track and field events are considered to be one of the main sports which occupies a special
position among other sports, the mostly rely on consistent standards, and arbitrative laws as well as
the difficulty of motor performance and multiple of theoretical axis according to course description.,
and by follow up and analyzing tests and results of the fourth year students from of education
branch of physical education, from the academic year ( 2007 to 2011) in the written test of the
course, it appeared that all tests dealt with lowest learning levels of the course, and were never dealt
with its highest levels of the test , all were measured by pencil and paper tests. Also there was a
significant decrease in average grades of the students, all are in pass grade from (15) to (19.4) .
According to what is inserted in the regulations of Curriculum and Teaching Methods of Physical
Education Department , the number of the specific hours for teaching the theoretical part of
curriculum and teaching methods of Track and field Events course of the fourth year students
"education Branch" was (45) minutes weekly (4) lectures monthly , it is not appropriated with the
amount of information covered by the theoretical course of such events (Discus shot- Javelin throw100m hurdles running High Jump straddle method )which includes many theoretical thesis regards
to the education, teaching and preparation of teacher track and field events teacher, which all will be
handled with teaching and evaluating through low cognitive levels according to the course current
description . Also we found that the teaching time was not enough to show how the students
interacted within the course, and also that the course teaching was not the optimal .So the researcher
suggested evaluation with E Portfolio for some track and field events as considering it one of
modern strategy of the alternative evaluation, which work to increase quality and efficiency of
learning process. That is because many studies proved the efficiency of evaluation with E Portfolio
in the educational and social sciences as general. Such as "Sakr" (2006) study, it aimed to
recognizing the efficiency of using E-Portfolio Files on developing teaching skills of trainee student
teacher in the Faculty of Teachers in Algarf and their attitudes toward it . The most important results
were the significant statistical differences between teaching performance of teaching skills with the
post-measure, and also using E- portfolio files realize self-evaluation of the trainee student, and
realize qualifying the student- teacher in his works and achievements. and the study of" Tawfeik "(
2006) aimed to recognize the effect of using E- Portfolio evaluation on studying in the individual
differences course and their attitudes toward it. The most important results were, there is a
significant statistical differences in the students study after evaluating with E-Portfolio , and also
the students attitude towards the course .The researcher dealt with one study in physical education
field , it was "Moustafa" (2012) Study, it aimed to recognizing the effect of using E- portfolio on the
special physical abilities level and the skillful performance of Artistic gymnastics with the third year
students in the Faculty of Physical Education . The most important results were utilizing E- portfolio
has a positive effect on the suggested study variables.
Also, in the high light of recent trends of employing knowledge, it was necessary to change the
traditional teaching methods evaluation which underlines only the study to the modern view, which
based on the alternate evaluation using E-Portfolio in the employment of Higher Cognitive Levels by
the student .and Starting from one of the main objectives of the education program in preparing

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graduates to be able to design and use information technology to support and improve the
educational process, and to transfer it to support the educational needs of the future in the high light
of development requirements. The researcher suggested considering the subject of the research as
one of the modern trends of alternate evaluation that works on the development of higher cognitive
levels of the student and activate its role in the educational process to meet the future educational
variables.
Research Objectives:
The research aims to Study evaluation by using the E-portfolio and its effectiveness in improving the
higher cognitive levels of some track and field competitions through:
1. Determine the theoretical subject content of the scheduled competitions.
2. Design the scheduled educational tasks card of the students
3. Design an educational tasks evaluation criteria.
4. Measure the efficiency of such kind of evaluation on improving the higher cognitive levels with
the students in the scheduled competitions.
Research Hypothesis:
1. There are significant statistic differences between pre and post means measurements of the control
group in the cognitive test axes in improving the higher cognitive levels of the competitions under
discussion, in favor of the post measurement.
2. There are significant statistic differences between pre and post means measurements of the
experimental group in the cognitive test axes in improving the higher cognitive levels of the
competitions under discussion, in favor of the post measurement.
3. There are an improvement percentages between the first and the second measurement of
experimental group grades of the educational tasks to improve the higher cognitive levels of the
competitions under discussion in favor of the second measurement.
4. There are significant statistic differences between the two measurements means of the control and
the experimental groups on the cognitive test axes in improving the higher cognitive levels of the
competitions under discussion, in favor of the post-measurement of the experimental group
The Theoretical base:
"Jaber" (2005:77) mentioned that the e-portfolio is one of the modern methods of the alternate
evaluation, through integration of learners in meaningful tasks which require high-level thinking
skills in coordination with a broad range of knowledge, meaning that learners work well in
accordance with predetermined criteria. So, the e-portfolio is an effective objective evaluation tool,
and one of the most important methods of documenting and tracking the ongoing evolution of the
educational performance of the students throughout the learning process.
Both of " Jarrott" & "Gambrel" (2011:85) clarified that it is considered one of the most efficiency
tool in organizing and presenting content in a scientific evaluation method, to follow up how the
learner advance and his achievements throughout the learning process.
"Baset" (2011) defined it as "a set of tasks and actions performed by the learner and a record of the
authentic works that he collected and produced during a certain period of time".

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The Educational Benefits of the E-portfolio:
It is considered one of the important method in learning evaluation . "Gray" (2008), and "Abrami" &
"Barret"( 2005) mentioned that it is one of the evaluation methods and authentic learning. it
emphasized on the constructivist theory of learning as been the learners self-active process to
discover the knowledge by himself , not just receive it from the teacher and memorize it, and will
document his best works and his academic development, will also establish the concept of the
evaluation for learning, use the class evaluation to improve learning and the concept of evaluation as
a way of learning. Also based on the multiple dimensions of evaluation through the use of higher
levels of cognitive development and communication skills using various technological and
educational media, rather than one dimension as in the tradition tools using pencil and paper. In such
way it realizes the principle of continuous and permanent evaluation throughout the learning process.
E-portfolio Evaluation criteria:
"Felemban" (2010:53) underlined that there are multiple criteria to evaluate the quality of the works
of the students in the file, including the rating for each of the file content, and to find the average
scores to determine the general grade, and to elaborate the general grade of the whole file, and create
a descriptive grading scale or a digital evaluation that is used in the research.
From the above mentioned, it is clear that the e-portfolio is a comprehensive method of evaluating
learning outcomes, giving a clear vision of the learner's achievements according to predetermined
norms, and is a rich environment that reflects the progress of the student in the learning field and
detect talents and weaknesses and remedy them.
The Research Procedures:
I. Research Method:
Use the experimental method with experimental design of two groups, an experimental group and
carried out evaluation by using the achievement e-portfolio through performing the determined
educational tasks of the scheduled competitions , and a control group using the traditional method
of evaluation (using paper and pencil), through the two pre and post measurements of the two
groups.
II. The sample and the community of Research
The Fourth Year students (Education Division) of the Faculty of Physical Education for Girls, for
the academic year (2011/2012), second semester were selected, the total number of students was
(85). The sample was selected where the scheduled competitions were included within the education
plan of the curriculum and teaching methods of track and field competitions for this year, All
students were subjected to this plan, with the same number of hours, and had a prior experience in
learning the competitions in question. Students were divided into two groups one experimental and a
control group and both included (30) students. The equity between the two groups was confirmed in
the variable of (age, height and weight). The values of the torsion coefficient is between (-0.595 to
0.175) their values are included between ( 3). Which confirms the homogeneity of the sample
community.
III. Research Tools included :
1. The steps for setting up Educational tasks for the E-portfolio and its evaluation criteria:
The preparation was carried in the high light of three basic steps: criteria collecting through the
studies and scientific references related to the field, the initial formula of educational tasks and its

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criteria was set up, and then they were submitted to the experts The formulation was then modified in
the high light of their proposals, and at the end the final formula for both of education tasks and its
evaluation criteria application was reached.
2. The student guide preparation about how to design an E-portfolio
The preparation was carried out through the following steps: Determine the objective of the Guide
lines, elaboration of the initial Guide lines, check the validity of the guide lines by presenting it to a
Group of experts in the field, taking into account the recommended expert reviews, the guide lines
were validated and finalized.
3. Steps for preparation of cognitive tests for competitions under discussion:
Cognitive tests were designed to measure higher cognitive levels for competitions under discssion,
rationing it in an objective way according to the following steps:
3.1. Determine the test aims:
In the high light of the general aim of the cognitive test in a format be able to measure and
observing of the cognitive tests for the content of the content of the scheduled competitions under
discussion .
3.2. Preparation of the General Plan of the contents of the cognitive tests, including:
3.2.1. Analyze and determine the content of the test material, after referring to scientific references,
and presented to the experts.
3.2.2. Identify the relative importance of the test axes and formulate its items after been presented to
the experts.
3.2.3. Prepare the initial form of the test, instructions and estimated grades, presented to the experts ,
after the necessary modifications, the test became valid for application.
3.2.4. In order to calculate the scientific and statistical correlations of the test, the pilot study was
carried out on a sample of (25) student out of the basic research sample. By calculating the
coefficient of difficulty using "Guilford" equation to correct the grades of each student from the
impact of guessing, and the easiness coefficient for each individual test items was calculated by
selecting the correct answer ratio to the number of correct answers and error. Also, the easiness
coefficient to the impact of speculation was calculated to > (0.8) is very easy item, the item whose
easiness coefficient is < (0.2) is very difficult. The values of the corrected easiness coefficients from
the impact of guess ranged from (0.25) as the smallest value, and (0.73) as the largest value for the
competitions in question. Also the discrimination coefficient for each individual test, and test item
was calculated, it was considered that any vocabulary whose discrimination coefficient is smaller
than (0.2) is a non- distinctive item.
3.2.5. Adjustment and validation of the test
3.2.5.1. Validation of the test:
Was found by arbitrators validity, taking into account the recommendations of the expert
reviews, the test became valid., The experimental validity was determined at the (0.05)level. The
results showed a significant statistical differences between the distinctive and non-distinctive groups
,the value of T-test ranged from (5.609 to 8.059), the coefficient of validity ranged between (0.851
to 0.919) which demonstrates the validity of the questions and their measurement of its purpose. (El
Dosri, 2004)

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3.2.5.2. Reliability of the test:
By using the method of application and re-application with a week time lag. The results showed
significant differences between the first and second application where the value of T -test significant
(0.05) ranged from (0.2495 to 1.555) which is not a significant statistical and reliability test ranged
from (0.896 to 0.941) which gives a direct indication of the reliability of cognitive test for the
competitions under discussion. (El Dosri, 2004)
3.2.6. Determine the time of the test and its final form:
By calculating average timing of the students representing the lower and higher time quarters, in
light of this, the test time was selected, and after confirming the statistical correlations , the test
became valid for application.
4. The pilot Study:
The pilot study was conducted on (20) students outside the research community. In order to ensure
clarity of the educational tasks. The results clarified the need to reformulate certain educational tasks,
to become more clarity and understandable.
5. The Main study:
The pre-measurement was made by finding the significance differences between the experimental
and the control groups in the cognitive test for competitions under discussion. The results showed no
significant differences between the experimental and the control groups at the (0.05) level, where
the value of T-test ranged from (0.085 to 1.417) which confirms the equity of the two groups in the
cognitive test for the competitions under discussion. The research has been applied from (18/2/2012)
to (5/5/2012). After the end of the study a cognitive achievement measurement for competitions
under discussion was carried out during the period from (6/5/2010 to 7/5/2012).
6. The Statistics Treatments:
The statistics treatments was carried out by the (SPSS) program with using the mean, the standard
deviation- T-Test -Correlation coefficient.

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The Results Discussion:
This section deals with the presentation of the main results and their discussion to verify hypothesis
of the current research. Table (1) shows the statistical variables collected for research as follow:
Table (1)
Statistical variables (T-test- and the improvement rates) of the research collected variables

1-1 significance
Differences
between pre/post
measurements of
the control group
in the Cognitive
test axes to
improve higher
cognitive levels of
competitions
under discussion

Statistical
significances

1-2- significance
Differences between
pre/post
measurements of the
experimental group
in the Cognitive test
axes to improve
higher cognitive
levels of
competitions under
discussion

Test Elements
T- test
Basic body
and
physical
requirement
s
Technical
phases,
educational
steps,
common
mistakes,
and, utilities
and
alternatives
tools

Impr0
%
20.238

T- test

Impr0%

15.807*

81.707

Analy
Synt.

4.264*

Evalu

4.264*

19.767

17.409*

88.095

3.247*

19.512

16.699*

93.750

4.709*

14.286

26.626*

84.091

Evalu

4.817*

23.529

16.309*

82.955

Analy
Synt
Evalu
Preparation of Analy
track
Synt
& field
Evalu
events plan
International
Events
Evalu
Established
laws
Grand Total

5.291*
3.247*
4.128*
4.227*
4.748*

38.776
17.699
33.333
31.967
25.385

21.763*
17.750*
21.893*
15.059*
22.262

116.304
74.561
126.364
71.552
92.857

4.558*

18.231

25.178*

88.462

2.359*

3.927

8.307*

26.807

11.562*

19.823

33.753*

76.389

Analy
Synt

1-3-The
improvement
percentages
between the first
and the second
measurement of
experimental group
grades of the
educational tasks
to improve the
higher cognitive
levels of
competitions under
discussion
Impr0
T- test
%

18.228*

10.802*

1-4- The
significance
Differences
between the two
post measurements
of the control and
experimental groups
on the cognitive test
axes to improve the
higher cognitive
levels of
competitions under
discussion
T- test

Impr0%

9.647*

32.215

9.380*

34.810

9.336*

36.774

13.968*

35.802

12.812*

34.783

8.900*
12.191*
10.030
4.128*
11.589*

31.658
33.166
37.349
19.095
32.922

14.680*

36.735

7.338*

18.290

25.185*

30.748

85.246

34.940

52.500

Teaching
Skills

13.614*

10.865*

12.042*

11.886*

37.363

36.082

36.275

significant at 0.05 = 2.00

Legend Analy = analysis, Synt. = Synthesis , Evalu. = Evaluation

A. The first Hypothesis mentioned There is a significant statistic differences between pre and post
means measurements of the control group in the cognitive test axes in improving the higher
cognitive levels of competitions under discussion, in favor of the post measurement.

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Table (1-1) shows that there are significant statistic differences at (0.05) level between the pre and
post- measurements for the control group in the research variables where the value of T-test ranged
from (2.359 to 11.526), and the improvement percentage ranged from (3.927 to 38.776 %) in favor
of the post-measurement.
In this regard, EL Jmlan (2002:160) mentioned that with all the changes the traditional education
remains the Foundation of all education, and all new novelties are educational formats to meet the
educational needs of the educated categories. The research points out that this result due to
explanation and presentation method (followed), have a positive impact on cognitive achievement
for competitions, thus the validity of the first hypothesis is checks.
B. The second hypothesis mentioned There are significant statistic differences between pre and post
average measurements of the experimental group on the cognitive test axes in improving the higher
cognitive levels of competitions under discussion , in favor of the post measurement.
Table (1-2) shows that there are significant differences at (0.05) level between the pre and postmeasurements of the experimental group in the search variables where t-test value ranged from
(8.319 to 33.753),and the percentage of improvement ranged from (26.807 to 126.364%) in favor of
the post measurement.
The results are due to the use of the e-portfolio in evaluation ,and what it provides from the use of
technological media employed for serving the content, have had a significant impact on improving
the post-measurements in the cognitive test axes to improve higher cognitive levels of competitions
under discussion. This is confirmed by "Garrett" (2011: 178), and "Wade (2005) that the use of eportfolio contributed to follow-up the progress of learners in learning, developed their capacity for
analysis and interpretation of learning course, and was one of the factors that had a direct and
effective influence in the success of the evaluation by using the e-portfolio and improving the higher
cognitive levels of the learners. Thereby the validity of the second hypothesis is confirmed.
C. The third hypothesis mentioned There are an improvement percentages between the first and the
second measurement of experimental group grades of the educational tasks to improve the higher
cognitive levels of competitions under discussion in favor of the second measurement.
Table (1-3) shows the existence of significant differences in (0.05) level between the first and second
measurement of the experimental group in the grades of the functions file where (t- test) value
ranged from (10.802 to 18.228), and the improvement percentage ranged from (34.940. to 85.246%)
in favor of the second measurement.
These results are due to the use of the second evaluation associated with the learning process that had
an effective impact in raising the students motivation to continue learning. The immediate provision
of the grades results to the student of her learning activities in the first evaluation had a significant
impact on increasing her educational achievements and was a motivator to continue her progress in
learning and get highest scores."Jarrott" & "Gambrel (2011: 85-94) and "Bahous" (2008: 381-398),
confirmed that the evaluation is an undividable part of the learning process it is a companion to the
learning process, starting from the evaluation of the learner's participation in activities in the
available courses and passing by the provision of the feedback on his progress in the established
activities and ending with the final test of the learning content." Lorenzo" & "Attelson"(2005:4)
confirmed that evaluation with E- portfolio is considered an effective tool in education and
evaluation being clarify and record learner abilities , achievements and support it with continual
feedback learning long process. All of this contributes to the continuous motivation of learners and
the increase the level of educational attainment to access to quality educational return. Thereby
validity of the third hypothesis is confirmed.

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D. The fourth hypothesis mentioned that There are significant statistic differences between the two
measurements of the control and the experimental groups on the cognitive test axes in improving
the higher cognitive levels the competitions under discussion, in favor of the post-measurement of
the experimental group.
Table (1-4) shows the existence of significant statistic differences in (0.05) level where (t-test) value
ranged from (4.128 to 25.185),also the improvement percentage ranged from (18.290 to 37.349%) in
favor of the pot-measurement of the experimental group.
The Search refers these results to the evaluation by using E-portfolio contributed to the development
of high mental abilities of learners from their peers in the control group. As a result for this
distinguished type of evaluation in providing opportunities for learners to innovation, creativity and
use of educational media and technology to achieve the required learning outcomes. This is
confirmed in a study performed by Brian et al " (2012: 67-90) and "Abrami" &" Barrett" (2005),
that the evaluation by using e-portfolio contributed to the development of the ability to critical
thinking, analyzing and organizing information, which contributed to improved knowledge levels for
the educated users of the file. Also it provided them with immediate feedback that had a positive
impact in raising the level of their educational attainment in addition to the increased interaction
between the teacher and the learners and between the learners themselves throughout the period of
learning. This achieved the desired learning outcomes compared to the group that followed the
traditional way of learning. thus the validity of the fourth hypothesis is confirmed.
Conclusions:
The evaluation using e-portfolio contributed in improving the higher cognitive levels of The
theoretical aspect of the competitions under discussion in comparison with the followed
(traditional)way in evaluation.
Recommendations:
To Carry out further studies in applying the evaluation using the e-portfolio as an alternative
evaluation tool and for its effect in improving the different sports activities comparing with the
traditional way of evaluation (paper & pencil tests).
The References:
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19. Othman,S.,& Hassan, H. (2007): The Relationship between the achievement of the purposes of
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php/cjlt/article/view/94/88

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Recent Advances in Exercise Physiology and Biochemistry

Professor Mahmoud S El-Sayed; BSc, MSc, Ph.D. FACSM, FECSS, FBASES, MEBSTH 1
1

Formally with Cambridge University, Manchester Metropolitan University, and Liverpool John Moores University, United Kingdom.

Abstract:
Significant progress has been made in recent years in our understanding of the positive health
benefits of exercise not only for normal healthy subjects but also for patients. The mechanisms
responsible for the regulation of the physiological and biochemical responses in exercise have
advanced rapidly through the development of new and more sophisticated techniques of
measurement. These advances have led to a greater understanding of the haematological; genetic,
molecular, hormonal, neural and behavioural mechanisms underpinning the regulation of energy
balance in exercise and training. It is not within the scope of the current presentation to consider all
aspects of these advances as many reviews have been written in these areas. However, the
presentation would be biased towards some of the authors published and reviewed data generated
over the last three decades in the UK. While not exclusively, an overview of the interaction between
exercise and blood haemostasis, blood rheology and blood lipids profile would be briefly presented
and discussed (1-7).
References:
1. El-Sayed, MS. (1996) Fibrinogen levels and exercise: Is there a relationship. Sports Medicine.
21:402-408
2. El-Sayed MS (2005) Aggregation and activation of blood platelets in exercise and training. Sports
Medicine. 35 (1): 11-22
3. El-Sayed MS, Ali N, El-Sayed Ali Z (2005) Interaction between alcohol use and exercise:
physiological and biochemical implications. Sports Medicine. 35 (3) 257-269
4. El-Sayed MS, Ali N, El-Sayed Ali Z (2005) Haemorheology in exercise and training. Sports
Medicine. 35 (8) 649-670
5. El-Sayed MS, El-Sayed Ali Z, Ahmadizad S. (2004) Exercise and training effects on blood
haemostais; an update. Sports Medicine, 34 (3) :181-200
6. El-Sayed MS. (2002) Exercise and training effects on platelets in health and disease. Platelets.
13:261-6.
7. El-Sayed MS. (2002) Alcohol ingestion and blood haemostasis in exercise. Alcohol Research.
7:187-188

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