I V ‘ — v-v-v ' v v '1 = 7"" . - o A CQMPARiSON OF THE EFFECTWENESS OF TWO METHODS OF EXERCESE LN A PHYStCAL EDUCATION msmucnems. PROGRAM Thesis for flu Dag!“ of M. A. MICHIGAN STATE UNWERSITY Kari-a S. Rfice 1965 ' ' ' ' ' ' . . no a o" ' ' "L 'M' "' ”' "' "" “n ’“d' ' “m -. * A... ‘ - 5"“ "*3 ' :nmaw‘ — 3' {THESIS F??? r. w ‘1 LIB R A R Y Michigan F‘tate Univcm y ROOM USE ONLY ABSTRACT A COMPARISON OF THE EFFECTIVENESS OF TWO METHODS OF EXERCISE IN A PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM by Karla S. Rice Statement of the Problem The purpose of the study was twofold: (1) to design a conditioning program with four levels of increasing intensity, and (2) to determine the effectiveness of two conditioning programs using increasing intensity for the development of strength, flexibility and total body endurance of college women in an instructional physical education program. Procedure Eighty-nine college women participated in this study. Group I (RM/l'-3') (N = 53) conditioned with maximum repeti- tions for one minute each of strength exercises and three minutes for total body endurance. Group II (RM/6') (N = 36) conditioned with maximum repetitions for the prescribed exer- cises for three sets within six minutes. A total of five tests composed the criterion measures of strength, flexibility and total body endurance. All tests were administered before and after a six week conditioning program. The "t" test of mean difference was calculated to deter- mine whether significant improvement took place after six Karla 8. Rice weeks of conditioning. The percentage of improvement was determined on each criterion measure. Results 1. A significant improvement in a strength measure (push up test) was found by using the method of Group I (RM/l'-3'). 2. No other significant increases were noted in either group. Conclusions 1. It is felt that a longer conditioning period of nine to twelve weeks, using either method may produce significant changes. 2. From the available evidence the conditioning program of Group I (RM/l'-3') would seemingly have the greatest potential use in an instructional program of physical edu- cation for the following reasons: a. One minute of intense work seems psychologically more tolerable. b. The intensity of effort is felt to be greater in one minute. c. Subjects seemed to pace themselves during six minutes of conditioning. A COMPARISON OF THE EFFECTIVENESS OF TWO METHODS OF EXERCISE IN A PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM by Karla 8. Rice A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education and Recreation 1965 ACKNOWLEDGEMENTS I wish to thank Dr. Janet Wessel for her guidance and assistance in the preparation of the thesis. I would also like to thank Jean McIntyre and Dolores Samuel, instructors of the Foundation classes, for their genuine interest and co-operation. bratitude is also ex- tended to the students who participated in the study. Sincere thanks are extended to Anita Small and Lois Bauer for their constructive suggestions concerning various portions of the manuscript. ii DEDICATION Dedicated to my Father and Mother for their love and encouragement. iii CHAPTER I. II. III. TABLE OF CONTENTS Introduction . . . STATEMENT OF THE PROBLEM . . Statement of the Problem . Scope of the Study . ... . Limitations . . . Defination of Terms. . . . Strength . . . . . REVIEW OF RELATED LITERATURE O I O 0 Increase by Overload . . Strength Training Endurance. . . . . Muscular Endurance . . . Total Body Endurance . . Flexibility . . . Subjects . . . . . Length of Program. Tests Used . . . . Testing Procedure. Deve10pment of the General Procedures Procedure of Group Procedure of Group Treatment of Data. PROCEDURE AND METHODOLOGY . O Conditioningirogram PAGE 10 12 12 12 13 13 15 17 18 19 20 CHAPTER IV. Analysis of Data . Discussion . V. Summary. . . Results. . . Conclusions. BIBLIOGRAPHY. . . . . . APPENDICES. . . . . . . ANALYSIS AND PRESENTATION OF DATA. SUMMARY RESULTS 8 CONCLUSIONS. PAGE 21 21 24 25 25 25 26 27 '32 LIST OF TABLES TABLE PAGE I. Initial and Final Test Means and t Values for Group I (RM/l'-3'). . . . . . . . . . . . . 22 11. Initial and Final Test Means and t Values for Group II (RM/6'). . . . . . . . . . . . . . 22 III. Initial and Final Test Scores for Group I (RM/l'-3'). . . . . . . . . . . . . . . . . . . 34 IV. Initial and Final Test Scores for Group II (RM/6'). e o e o o o o o c o a e e a e e e o o 36 vi LIST OF FIGURES FIGURE PAGE 1. Percentage of Change Within Groups I and II- after Six Weeks of Conditioning. . . . . . . . 23 vii LIST OF APPENDICES APPENDIX PAGE A. Raw Data on Subjects . . . . . . . . . . . . . . 33 B. Description of Tests and Percentile Table of Tests . . . . . . . . . . . . . . . . 38 C. Description of Exercises . . . . . . . . . . . . 42 D. Recording Sheets and Percentile Tables of Exercise Program. . . . . . . . . . . . . . 47 viii CHAPTER I STATEMENT OF THE PROBLEM Introduction The tOpic of physical fitness is a papular one. It is a subject of interest and concern to the scientist, the medical profession, the general public and in particular to each living individual man or woman, child and adolescent. "Functional or dynamic fitness is the ability to sustain strenuous exercise and to recover from it rapidly. Such fitness implies that the general physical machinery is work- ing well, that there is an efficient blood circulation, sound respiratory mechanism and good muscular co-ordination" (9:211). How one may best obtain his desired level of fitness is still open to investigation. The question of conditioning has been studied primarily in regard to men in athletics and to the sick and disabled. Steinhaus has stated reasons for increasing strength and endurance of girls and women. The girl whose shoulders and upper back ache after sitting through a day of tedious office or factory work would feel better if she had larger muscles in those parts. Her "scapula wings" would protrude less and her acromia would please more the eyes of those who see her in evening gown if she had just a bit more muscle in these places. Only the law of disuse prevents a woman from chinning herself even once . . . . A little more strength and endurance assures alertness in the important conference at the close of a strenuous day or the ability to enjoy an evening with the family (47:428). Statement of the Problem The purpose of this study was twofold: (l) to design a conditioning program with four levels of increasing inten- sity, and (2) to determine the effectiveness of two condi- tioning programs using increasing intensity for the develop- ment of strength, flexibility and total body endurance of college women in an instructional physical education program. Scope of the Study This study was conducted at Michigan State University during the Spring of 1965. Eighty-nine freshmen enrolled in Foundations of Physical Education participated. This course was designed for the exploration of the student's own physi- cal potential. It dealt with physical performance and ability, exercise and posture, and good form in basic skills of work and play. Limitations 1. The exercises were selected and organized in levels of intensity. This was done empirically by the author. 2. Pre- and post-testing relied upon the integrity of each subject for maximum effort and for accurate counting and recording. 3. The duration of this study had to be limited to six weeks consisting of eighteen ten-minute conditioning periods. The conditioning periods per week were limited to three. 4. Due to the nature of the conditioning program it was necessary to depend Upon the integrity of the subjects to put forth a maximum effort and cemplete one unsupervised conditioning period per week outside of class time. Definition of Terms Group I - Group I (RM/1'-3') conditioned with maximum repetitions for one minute each of the prescribed exercises for strength and for three minutes for total body endurance. Group II - Group II (RM/6') conditioned with maximum repetitions for the prescribed strength and endurance exercises for three sets within six minutes. CHAPTER II REVIEW OF RELATED LITERATURE Literature pertinent to conditioning will be presented under three headings: strength, endurance and flexibility. Strength Other things being equal we will be more effective as a consequence of an adequate level of strength. Increase by Overload The principle of overload to bring about change through adaptation to stress which may be in the form of load or speed is sound. Progressively overloading one or more aspects of the body will bring about a greater degree of fitness. In 1944 this principle was put to use to develop physi- cal fitness. Johnson (30:9) stated in regard to conditioning of normal subjects: it is important to emphasize that fit- ness will not increase unless exercises are strenuous for the individual and given at a fast pace.“ Little will be accom- plished unless exercises put the individual under real pressure. His program emphasized starting slowly and in- creasing the work load. Hellebrandt and Houtz (25:382) cited these things in regard to overload. 1. Strength increases when repetitive exercise is per- formed against heavy resistance. 2. The slape gradient of the training curve varies with the magnitude of the stress imposed, the frequency of the practice sessions and the duration of the overload effort. 3. Mere repetition of contraction which places no stress on the neuro-muscular system has little effect on the functional capacity of the skeletal muscles. Cadence training has been found to increase both strength and endurance. "After straining the limits of capacity by progressive pacing, the maximal resistance tolerated is greater, more repetitions were performed before breakdown from exhaustion, and total work done greatly exceeds initial achievement" (26:281). It is reported that overload per se is not capable of damage to the normal muscle fiber, when the stress imposed consists of increases in resistance which must be overcome voluntarily (25:382). A decade of study aimed at unfolding the scientific basis of various aspects of therapeutic exercise has led to the belief that application of the overload principle is nec- essary regardless of the technique used (263278). Strength Training "Volitional exercise, systematically pursued improves the performance of muscle" (18:999). This is pointed out as one of few well established facts relating to the function of muscles of the intact body. "When stress is increased progressively the person per- forming the work is inured graduallyato the discomforts with which overload exercise is always inevitably associated" (26:279). By this process the skeletal muscle increases in size and grows stronger. Evidence suggests that an increasing number of con- tractions will lead to increased muscular strength (41:416). DeLorme (20)(21) states that strength building exercises are those which employ heavy resistance with a low number of repetitions. The purpose of progressive resistance exercise is primarily that of increasing strength. This technique is based on sound physiological principle that one must contract against a resistance which calls forth a near maximal voluntary effort and that the resistance must be progressively increased in order to significantly and rapidly improve muscular strength. There is a large body of evidence based on empiric practice that this is true for normal persons. (51:443). Dailing (16) found that those with high fitness scores did not improve on a mild program of exercise. This follows the general rule that a training program must entail hard work to cause improvement. Rasch and Morehouse (43) observed in testing strength that the increase in strength following isotonic training was larger when the subject was tested in a position in which he practiced the exercise than when tested in a position unfamiliar to him. ”"“ Sills (46) concluded from a program of special training on students of low level fitness that: because approximately one-third of the special program of exercises included prac- tice in the tests used to measure physical fitness level, the gains found for the experimental group could be attributed at least in part to the specific practice effect of the activities. Rash and Morehouse (42) and Petersen (41) have reported that isotonic exercises produce the best results from a psychological point of view. The subjects are more willing to work at this type of exercise. In the field of psychological research, the need for full and immediate knowledge of prOgress has been acknowledged for some years as being a fundamental factor in training situations (l)(26). Endurance Muscular Endurance Endurance may be thought of in terms of how long a cer- tain exercise can be continued. If an exercise involves repetition of a certain movement, endurance may be expressed in terms of how many times one movement has been repeated (31:419). Strength and endurance are related, Karpovich (31) and McCloy (37) both state that stronger men will have more endurance. A large part of improvement in strength and endurance of the trained muscle is more effective innervation and also improved coordination in the nervous impulses (47:107). Davis (1898) found that training increased the endurance of muscular contraction both of the muscle group exercised and of other groups in close anatomical relationship (17:335). Training has an effect on muscular endurance. In a study by Dennison et a1. (22) it was found that an eight week training program meeting thirty minutes twice a week brought about significant improvement in muscular endurance of the upper arm. Likewise, Howell et a1. (27) found that an iso- tonic exercise program increased muscular endurance. Capan (10) compared three types of sit ups: total number of sit ups, sit ups with added weight and two minutes of sit ups. He suggests that there appear to be two types of mus- cular endurance: Speed endurance and long term endurance. Each must be trained Specifically. DeLorme (20)(21) states that endurance building exer- cises are those in which low resistance is used for a large number of repetitions. McCloy (37) suggests that endurance tests such as sit ups are strongly influenced by strength only at the lower level and that they are primarily measures of muscular endurance. Overloading a muscular endurance exercise such as prac- tice in sit ups increases muscular endurance (11). It would seem wise to work persistently for muscular endurance. To do this it is necessary to work under an overload for increasing lengths of time. Both strength and muscular recovery power may be increased by working at higher Speeds (37:10). Total Body Endurance Strength, muscular recovery power and heart and lung efficiencies are interdependent. It takes a combination of the first two to deveIOp muscular endurance. A combination of all three gives total body endurance (37:10). Training programs build endurance in three ways: 1. By increasing the efficiency of movement, thereby reducing the energy expenditure required to perform the task. 2. By in- creasing the rate at which oxygen can be taken up and transported to the muscles. 3. By developing the ability to ignore the discomforts associated with fatigue and oxygen debt (42:182). The first man in history to run the four minute mile, Roger Bannister, said, "The art of record breaking is the ability to take more out of yourself than you've got, you punish yourself more and more and rest between spells" (25:372). "With training the heart becomes more efficient and is able to circulate more blood while beating less frequently" (3:409). Training improves cardiovascular recovery processes after exercise staps: the better trained the individual the sooner his heart rate returns to the pre-exercise level (3). 10 Flexibility Flexibility is most often defined as the range of motion of different body segments at the joints (3S). Cureton (l4) emphasized that this is the ability to "move easily" in the full range of joint movements. "It is impossible to state how much flexibility is de- sirable, principally because it depends upon the individual's strength and activities in which he is to engage" (6:345). Flexibility as such seems then to vary more with habitu- ated activity patterns rather than with other factors (33). Cureton (15) and Hupprich and Sigerseth (29) are in agreement that flexibility is Specific to a particular joint. It is apparent that flexibility of a normal joint can be altered through activity. In an eight week program specifi- cally designed to increase flexibility in weight lifters 27 of 30 movements measured showed Significant increases in flexibility (34). College women in the lower quartile in flexibility sig- nifically increased (.05 level) their range of movement in three weeks. The program emphasized doing the exercises in a relaxed rhythmic manner, putting emphasis on carrying each movement through the full range of movement (38). DeVrieS (23) conducted an investigation comparing static and ballistic methods of improving flexibility. His train- ing sessions were thirty minutes in length and lasted three and one-half weeks. At the end of this period he found sig- nificant gains at the .01 level of confidence in both 11 methods. However, he found no evidence to indicate a sig- nificant level of difference in improvement in flexibility through the use of one method over the other. CHAPTER III PROCEDURE AND METHODOLOGY Subjects The subjects for this study were girls enrolled in the course entitled "Foundations of Physical Education" in the instructional program at Michigan State University during the Spring of 1965. It was decided by toss of the coin that the section meeting on Tuesday and Thursday from 3:30 to 4:30 would follow the plan of Group I (RM/1'-3'). The section meeting on Monday and Wednesday from 3:30 to 4:30 would follow the plan of Group II (RM/6'). Length of Progrgm The conditioning program was six weeks in length. It consisted of eighteen sessions. During the six-week period the subjects met twice per week during their regularly scheduled class period. At the beginning of each class period ten minutes was allotted to the exercises of the conditioning program. Once per week the subjects were asked to follow the same conditioning program outside the sched- uled class period. The subjects underwent twelve super- vised practice sessions. All supervised conditioning sessions were done under the direction of the author. 12 13 Tests Used The tests used to assess change in condition were: 1. Muscular Strength - Endurance Sit up - abdominal Push up - arm and shoulder Dorsal Back Curl - back 2, Flexibility Hip and Back Flexion Test - back extensors and hamstrings 3, Total Body Endurance Chair Step Test For a description of these tests and their percentile tables see Appendix B. These tests were chosen from the battery of tests already used as a part of the Foundations testing program. It was felt that these tests measured the specific body areas that were specifically conditioned. Testing Procedure Stations were set up for the aforementioned tests in a large gymnasium. At each station a physical education in- structor or graduate assistant was present to administer the test. Each girl progressed through the stations at will with no set pattern to follow. Bent knee sit ups with a partner holding the feet were used. With the hands on the shoulders and elbows pointing forward the subject sat up touching both elbows to the knees. M. This movement was performed as rapidly as possible for 30 seconds. The score was the number done in that time. Lying face down the subject clasped the hands behind the neck. On signal the subject raised the thighs and head and shoulders simultaneously. This movement was continued for one minute. The score was the number of dorsal back curls done in one minute. The subject started the push up with the elbows straight, the hands under the shoulders and the body in a straight line from the shoulder to the knee. One push up was to lower the body, touch the nose, then the chest and return to the starting position. It was not necessary to keep the body in a straight line while returning to the front leaning rest. No rests were allowed. The score was the total number of times the subject lowered correctly. Hip and back flexion was measured on a flexion bench. The bench was elevated, below the edge of the bench repre- sented how far the subject could reach beyond ground level. A yardstick was placed perpendicular to the floor and the bench. The scale below the simulated ground level was marked plus, if the subject could not reach the so called ground level she was marked minus. In each case the measure was in inches. The subject stood on the bench and bobbed forward three to four times reaching downward as far as pos- sible. The score was the lowest point reached in the series of bobbings. 15 The step test using a 16 inch bench was used. The subject stepped at the rate of 30 four-count step routines per minute. At the end of two minutes the subject sat on the bench. She took her own pulse at the carotid artery for 30 seconds after one minute of rest. The score was the pulse count. DeveIOpment of the Conditioning Program The program was designed so that each girl might be allowed to progress at her own rate. There were five exer- cises each designed to affect a different body area. The exercises included: (I) toe touch, (2) sit up, (3) back up, (4) push up and (5) runs. See Appendix C for a complete description of the exercises. There were four levels for each exercise. Each level was of progressively greater intensity. The procedure for increasing intensity of work output or muscular effort of each level is described below: Muscular Strength - Endurance Sit Up - Changing the arm and leg position changed the angle of pull and lengthened the weight arm. Back Up - Changing the arm position lengthened the weight arm. Push Up - Changing the body position lengthened the weight arm and increased effort to overcome inertial mass. 16 Flexibility Toe Touch - Adding body parts and changing body position increased the stretch. Total Body Endurance Runs - Adding body parts and changing body position increased total work output. During February, March and April 1965 women enrolled in the instructional program at Michigan State University were tested at each level of each exercise. In each case they were asked to give an all-out effort for one minute at each level of sit ups, back ups, and push ups. The time was three minutes for the run. These women were not previously con- ditioned for any of the tests. At each level percentile tables were developed from the scores of these women. Sit ups, back ups, push ups and runs of level one were all placed on one table from 0-100 at ten step intervals. Each exercise of levels 2, 3 and 4 was also developed into tables from 0-100 at 10 step intervals. Arbitrarily these last three levels were condensed into a single scale from 0-100 with three step intervals. Each level was con- densed to a scale one-third the size of the original. These three scales were then superimposed on a scale of 0-100. Level two made up the new scale from 0-33, level three from 34-66 and level four made up the final third from 67-100. 17 General Procedure Each subject was tested to determine her starting level on the exercise program. Using level one in sit ups, back ups and push ups each girl was asked to put forth her maxi- mum effort for one minute in each of the exercises. She was asked to do the same for the three minute run at level one. All of these scores were then recorded, noting the raw score and the percentile score developed with the previous subjects. This would be her starting point. The beginning percentile score of level one was pro- jected to the percentiles of levels 2, 3 and 4 which com- bined ranged from 0-100. For example, if a girl rated at the 50th percentile in the sit ups on level one, she would look on the percentile tables of levels 2, 3 and 4. She would find that the 50th percentile on this level fell within level three. She would mark this percentile and raw score in red. This would be her arbitrary goal. She would work toward doing 30 swing sit ups with feet off the floor, which is level three of sit ups at the 50th percentile. A girl with greater beginning strength (noted by more sit ups) would have a higher goal. Likewise a girl with less beginning strength would have a lower goal. The toe touch served both as a flexibility exercise and as a warm up. One minute was given to the toe touch each class period. The toe touch exercise was done four times to a slow count with emphasis on stretching beyond the 18 comfortable limit. During the first three of the twelve supervised class periods the time was spent on level one of the toe touch. The succeeding three supervised class periods were spent on level two. Three class periods were also spent on levels three and four. All members of both groups progressed through the toe touch together. The exercises done by both groups were identical in sequence: toe touch, sit up, back up, push up, and run in place. These exercises were done by both groups. The man- ner in which they were performed was different. At this point each girl was ready to begin her indi- vidual progression through the program. The subjects in both Groups I and II were able to progress independently of their classmates, in sit ups, back ups, push ups and runs. Procedure of Group I Group I performed the exercises in the following manner. After the toe touch they positioned themselves for sit ups. 0n the command, "Ready----Go!", they did sit ups for one minute. At the end of one minute the tester gave the com- mand, "Stop." They then had time to record the number of sit ups performed” The same procedure was carried out for one minute of back ups and one minute of push ups with time between for recording. The same commands were issued for the run which lasted for three minutes. See Appendix D for Group I's recording sheet. Each girl was instructed to progress through level one. 19 Each exercise period she was to try to move up one step on the percentile table. When she reached the 100th percentile, she was to maintain this for two days. She could then pro- ceed to the exercise at level two. At level two the subject would do as many repetitions as possible in the time limit. She would then progress from that point on the new exercise level. The same procedure was followed for going to each of the next two levels. By this plan each subject progressed independently in each exercise. She might be on level two in back ups and Sit ups and still on level one in push ups and runs. Procedure of Group II Group II progressed through the exercises in the follow- ing manner: The maximum number of repetitions at the top percentile for each exercise on level one was divided into thirds. Each subject did one-third of the Sit ups, one- third of the back ups, one-third of the push ups and one- third of the runs. Each girl tried to complete this sequence three times in six minutes. When this could be accomplished twice in succession, the subject was to advance to the next level. Levels 2, 3, and 4 were constructed in the same manner as level one. Progress was recorded every exercise period by crossing off each third that was completed during the time limit. See Appendix D for Group II's recording sheet. 20 Treatment of Data The difference within each training program was evalu- ated by a "t" test of mean difference. The percentage of improvement in each group was determined by the following formula, M2 - Ml/Ml x 100. (M1 = mean of initial test scores; M2 8 mean of final test scores.) These results are presented graphically CHAPTER IV ANALYSIS AND PRESENTATION OF DATA This investigation was conducted to determine the effectiveness of two methods of conditioning. Group I (RM/l'-3') conditioned with maximum repetitions for one minute for each of the strength exercises and three minutes for total body endurance. Group II (RM/6') conditioned with maximum repetitions for the prescribed exercises for three sets within six minutes. A total of five tests composed the test battery used as criterion measures of strength, flexibility and total body endurance. These tests were given before and after the six week conditioning program. Analysis of Data Initial and final mean test scores and "t" ratios are presented in Tables I and II for both groups. Significance was accepted at the .05 level of confidence. The only significant improvement was found in the strength measure (push ups) in Group I (RM/l'-3'). There were no other significant changes. The percentage of change within the groups is presented in Figure 1. Though not statistically significant in all cases Group I (RM/l'-3') improved more than Group II (RM/6') in all strength and flexibility measures. The total body endurance improved about the same for both groups. 21 22 TABLE I INITIAL AND FINAL TEST MEANS AND t VALUES FOR GROUP I (RM/1'-3') Test Means t Score N a 53 Initial Final Test Test Sit up 15.98 19.60 .7395 Back up 32.30 52.16 1.7603 Push up 15.49 27.60 2.1594* Chair step 62.01 56.86 .3130 Flexibility 4.65 5.52 .6232 *Significant at the .05 level. TABLE II INITIAL AND FINAL TEST MEANS AND t VALUES FOR GROUP II (RM/6') Test Means t Score N a 36 Initial Final Test Test Sit up 17.86 21.08 .4925 Back up 49.16 57.02 .4409 Push up 23.80 33.00 .9824 Chair step 64.62 57.88 .3215 Flexibility 4.75 5.46 .4144 23 FIGURE 1 PERCENTAGE OF CHANGE WITHIN GROUPS I AND II AFTER SIX WEEKS OF CONDITIONING TOE TOUCH §§§;:E%§§§ 19% l 15% \V PUSH UPS ;;:>\x \§§S::::: 78% 39% BACK Ups K\ N 63% 16% SIT UPS E§§§$§>~ 23% 18% 896 CHAIR STEP 10% I l T I I I I I r l‘ 0 1o 20 30 40 so 60 70 so 90 100 .§.GTOUP I (RM/1'-3') __ Group II (RM/6') 24 Discussion The author feels that had the total conditioning time been longer than six weeks, significant gains may have been realized with both methods (RM/l'-3') and (RM/6'). Also had the conditioning periods per week been more frequent a significant increase may have been noted in both groups. At this time on the evidence available it would seem that the method of Group I (RM/l'-3') would have the great- est potential in an instructional program of physical education. This method is thought to be better for three reasons: 1. One minute of intense work seems to be psychologi- cally more tolerable. 2. Intensity of effort seems to be greater in one minute. 3. Subjects seemed to pace themselves during six minutes of conditioning. CHAPTER V SUMMARY, RESULTS AND CONCLUSIONS Summary The purpose of this study was twofold: (l) to design a conditioning program with four levels of increasing intensity and (2) to compare the effectiveness of two methods using increasing intensity to condition freshman college women. A total of eighty-nine subjects in Foundations of Physical Education at Michigan State University partici- pated in the study. Group I (N = 53) trained using increased repetitions in one minute. Group II (N = 36) trained using increased repetitions in six minutes. A test battery consisting of the sit up, dorsal back curl, push up, chair step and hip and back flexion tests were used as criterion measures in assessing change in strength, flexibility and total body endurance over a six week condi- tioning period.. The difference within each training program was evaluated by the "t" test of mean difference. The .05 level of confi- dence was selected as the level of significance that would be accepted. Results 1. A Significant improvement in a strength measure (push up test) was found using the method of Group I (RM/l'-3'). 25 26 2. No other significant increases were noted in either group. Conclusions 1. It is felt that a longer conditioning period of nine to twelve weeks may produce significant changes using either method. 2. From the available evidence the conditioning pro- gram of Group I (RM/l'-3') would seemingly have the greatest potential use in an instructional program of physical edu- cation for the following reasons: a. 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APPENDICES APPENDIX A RAW DATA ON SUBJECTS 33 34 .o .0 he co ov um we mm NN mH 0N .v .v N5 N5 on oH ow mN NH NH mN .o .0 we we oN vH cc NN mH, oH QN mN.m .v me Nu HN m no me HN oH nN .v .v No no mN ON me cN HN NH NN m.N m.H me me oN oH on mN vH NH HN m.m .m on no ov NN mm ow HN wH oN .w .v «m no NH N ow ow mH NH mH .o .o co co oN m Ne mN «H «H NH .0 .v he em mN om mm av mH oN NH m.v .v me on NH 5 mm mm 0H mH 0H .m .N co co mN oN 0N mN NH NH mH .o .0 cm hm ow mN co NM oN 0H «H .o .v we mm on ON ow 5N 0N mH nH .m N.n um so on ON co Nn mH vH NH m.v .v we we ow NH Ho 0N NN NH HH m.H m.H No we mH NH me mm oN oH oH .m .0 cm on on oN No an mH mH a .o .o No on mH NH on mN wH nH m mN.o o.b he co mN oH mm oN ON wH N .v .N No me mN HH nv 0N cN wH o .o .0 no we om 9H co en oN 0H, m .o .»m Nm mm 0H m we Hm NH a v .o .m NN Ho NN oH Ne mN mH NH n .m .N om vm mN vH vm an NN mH N .m .N mo 55 mN «H mm mm mH mH H umouom «mob umouoz amok umouom amok amouom amok amouom amok n poo. anam quHHonon noum uwwnu «a: swan was soon was uHm 4| m.nn.H\zmu H cacao mom mmmoom hunk aH mqmH AAAAA APPENDIX B DESCRIPTION OF TESTS AND PERCENTILE TABLE OF TESTS 38 DESCRIPTION OF TESTS Sit Up - Abdominal Test (5:26) Position: Lie in SUpine position with knees bent and feet on the floor. Hands on shoulders with elbows pointing toward the knees. A partner supports feet. Movement: 0n signal, curl trunk far enough forward to touch the point of the elbows to the knees and return to start- ing position, but do not let head touch. Score: Total number of correct movements (up and down) in 30 seconds. Dorsal Back Curl - Back Strength Test* Position: Lie face down on the floor. Clasp hands behind neck. Movement: At the same time lift thighs and head and shoul- ders from the floor by tightening the back muscles. Score: Total number of correct upward lifts in one minute. Push Up - Arm and Shoulder Strength Test* Position: Start in a position with arms straight, body straight from head to knees, head up, weight supported on hands and knees. Movement: Lower the body keeping the body in a straight line from the knees to the shoulders, touch the nose to the floor then the chest. Return to the starting position. Repeat and promptly continue. Score: Total number of times the body is lowered correctly. Hip and Back Flexion Test (5:23) Position: Stand erect in bare feet with toes even with front edge of stool and against the scale which is perpendicular to the bench. With the knees straight let arms and trunk relax and hang forward, fingers in front of scale. Movement: Bob downward forcefully three or four times. Each time reach equally with the fingers of both hands down the scale. *Test taken from testing procedures used in Foundations of Physical Education at Michigan State University. (N 0 40 Score: The score is the lowest point reached in the series of bobbings. The Step Test - Endurance (5:29) Position: Stand in front of a 16 inch bench. Movement: On the signal "go" step up on the bench with the left foot and rise to an erect position. Next with the right foot. You are now standing on the bench with both knees extended. Step down to the floor with the left foot and then step down with the right foot. This movement is repeated at the rate of 30 four-count routines per minute. At the end of two minutes, the subject sits down on the bench and places the index and second finger on the carotid artery and counts the beats. Score: The pulse is counted for 30 seconds at one minute after the end of the stepping. This pulse count is the score. PERCENTILE TABLE OF TESTS (5:300) Dorsal Two Min. Percen- Sit Ups Curl Push Ups Chair Standing tile Number Back Total Step Flexion Rank in 30 Number Number 30 Sec. Inches Sec. in 1 Min. Pulse Count 100 26 46 40 41- 11.0 95 23 45 36 47 6.0 90 44 30 54 4.0 85 21 43 25 55 3.2 80 20 42 22 57 2.7 75 41 20 2.2 70 19 40 18 60 2.0 65 39 17 1.8 60 18 38 16 62 1.5 55 36 14 1.4 50 35 12 63 45 17 34 11 64 1.3 40 33 10 65 1.0 35 32 9 0.5 30 16 31 8 68 0.2 25 15 30 7 69 0.0 20 14 29 6 70 -0.5 15 13 28 5 72 -1.7 10 12 27 4 80 -2.2 S 9 26 2 88 -3.5 0 0 25 00 less than -l0.0 2 minutes 41 APPENDIX C DESCRIPTION OF EXERCISES LEVEL I Toe Touch Feet shoulder width apart, arms over- head. Touch floor or bend as far as pos- sible. Hold. Stretch upward and bend backward with one leg back. Alternate legs back each time you do exercise. Keep knees straight. Sit-up {:2 ::::23 9 Back lying, feet 6 inches apart, arms on thighs, curl head toward chest, rais- ing enough so fingertips touch tap of knee caps. Keep legs straight. Roll back to back lying position. Back-up W Front lying, hands claSped behind low back. Lift head, shoulders, chest and both thighs as high as possible off floor. Lower. Repeat. Push-up Front leaning rest hands under shoul- ders, palms flat on floor. Lower body to floor in straight line, touch chin, chest and abdomen to floor. Return to front leaning rest and repeat. CE;§§L___.<3______‘D Runs Run in place. Count a step each time left foot touches floor. Lift foot 4 inches from floor. Every 50 steps do 10 scissor jumps. Repeat sequence until complete. 43 LEVEL II Toe Touch Feet shoulder width, arms overhead, bounce twice to floor 3 inches outside left foot, bounce twice between feet, bounce twice outside right foot. Stretch upward and bend backward with one leg back. Alternate legs back each time you do it. Sit-up Back lying, legs straight, feet c>_J€E>,____~<3____Ja together and arms overhead on floor. Swing up and bend knees keeping feet on floor (slide feet along floor). At the same time twist to touch both hands to the floor right side as knees twist to left. This is one complete movement. Alternate twists to left and right. Back-up Front lying, hands claSped behind head. Lift arms, head, shoulders, chest and both thighs as high as pos- sible off floor. Keep legs straight. Push-up Front leaning rest from knees, hands under shoulders, palms flat on floor, arms straight. Lower body in straight line to floor touching chin to floor. Straighten arms and lift body to front leaning rest. €522____<<}<\___—J7 Runs Run in place. Count a step each time left foot touches floor. Lift foot 4 inches from floor. Every 50 steps do 10 astride jumps. Repeat sequence until complete. 44 LEVEL III Toe Touch Feet shoulder width, arms over- head. Touch floor 3 inches outside left foot, hold. Hold between feet, hold outside right foot. Stretch Upward and bend backward with one leg back. Alternate legs back each time you do it. Sit-up Back lying, legs straight, feet together, arms on floor overhead. c9-£§E>”"“J::9'____‘<}___.a gether and arms overhead on floor. Swing up keeping legs straight, coming 1: to a V-sit position, touching hands to toes. Back-up Front lying, arms overhead with a_£ZEEk————<<}————N= palms down. Lift arms, head, shoulders, chest and both thighs as high as possi- ble off floor. Keep legs straight. SR\