(g; M w {"1} I ”In. l’il'w’vll J J I I II 'I l W I w n ’ H ’1 N1 EFFECT OF ESGMTRIC. SSOYGNEC AN?) EEER - GENE TRAENWSG Chi THE ‘JER'E'ICAE. JUMP ‘E’fiesis far ’31:: Degree sf HE. A. MECE~SESAN STATE UNSVERSETY 1. PAUL KING 1968 IIIIIIIIIIIIIIIIIIIIIIIIIIIIII u Mil”ng|!!!IIIIUIUHIHNIINJIVllJIIJHIIIIWJIHHIW 1293 00078 7972 LIBRARY Michigan State University ABSTRACT EFFECT OF ISOMETRIC, ISOTONIC AND EXER—GENIE ON THE VERTICAL JUMP by J. Paul King Statement of the Problem This study was designed to test the Exer-Genie as a means of developing the vertical-Jumping ability of Caucasion high school boys. To do this, two generally tested weight programs, isometrics and isotonics, were contrasted with a relatively new program utilizing the Exer-Genie. Exer-Genie exercise may be thought of as a combination of isometrics and isotonics in one continual movement. Methodology. Four required physical education classes were used to select students for the study. All of the students were considered normally healthy individuals. None of them were participating in interscholastic athletic competition at the time of the study. The subjects were matched according to their vertical-Jumping ability and placed in four groups: three experimental groups and a control group. Each group participated in a structured program of training every school day for a period of six weeks. Each experimental group participated in three exer- cises each day. The exercises used by the three experimental J. Paul King groups were kinesiologically similar. The control group participated in three to four minutes of general calisthenics. In addition to the special exercises of the four groups, each group participated in the regular class activity each day. The subjects were tested on the vertical jump every Monday. This was permitted only after a one—minute, three— quarter speed run-in-place and five vertical practice jumps at three-quarter effort. Each subject was then given the chance to jump three times, with the average of the three . being recorded. The one-minute run—in-place also preceded the regular workout each day. The data collected was then analyzed, using Freidman's two-way analysis of variance by ranks, and by analysis of co—variance of randomized blocks. I C: Conclusion Because of school absenteeism, thirty-six subjects made up the final sample. Subject to limitations of sampling, the following conclusions may be drawn. The analysis of co-variance and Freidman‘s two-way analysis of variance showed the results to be nonsignificant at the .10 level. Because this study lacked significance, there is some question whether it is economically wise to spend the money needed to set up an Exer—Genie training program. Due to a large type II statistical error, final judgment should be reserved until further evidence can be obtained. EFFECT OF ISOMETRIC, ISOTONIC AND EXER-GENIE TRAINING ON THE VERTICAL JUMP By J. Paul King 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 1968 Approved: 24/4“; fiZ/M ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to Dr. w. w. Heusner for his expert guidance and advice. To the highly c00perative students at Flint Ainsworth High School, to my family, Roberta and Tim, and to Mrs. Helen Burton, and to a countless number of other individuals, I give my sincere thanks. 11 TABLE OF CONTENTS ACKNOWLEDGMENTS . . o . LIST OF TABLES . . . . LIST OF LIST OF Chapter I. II. III. IV. BIBLIOG APPENDI FIGURES . . . . APPENDICES . . . INTRODUCTION . . . Significance of the Study Statement of the Problem . Terminology Used . Limitations . . . REVIEW OF LITERATURE METHODS OF RESEARCH Subjects . .3 . . O 0 Experimental Procedures Exercise Programs . Equipment Used . . Statistical Analysis RESULTS AND ANALYSIS Analysis of Data . Results of Data . . SUMMARY, CONCLUSIONS Summary . . . . Conclusions . . . Recommendations . . RAPHY . . . . . CBS 0 O O O O O 0 O 0 0 O O O O O O 0 0 O ‘ O O O O O 0 O o O 0 O 0 0 . O O O, O O 9 0‘ O O 0 O O O O O O O O O O 0‘ O 0 O 0 O O 0 O 9 0 OF DATA . . . . iii 9 o' o o o o' O O 0 0 0 . O O O O O O Page ii iv vi \DCI) CD U1 DOWN“) l—’ 22 22 23 23 25 29 LIST OF TABLES Table Page 1. Initial and Final Mean Values and Mean Changes for the Four Groups . . . . . . l9 2. Analysis of Co-variance for Randomized BlOCks DeSign 0 O o O O 0 O O O 0 0 2O 3. Final Ranks, Within Sets, of Nine Matched Sets Under Four Conditions . . . . . . . 21 iv LIST OF FIGURES Figure Page 1. Group I—-Ankle Plantar Flexon . . . . . . l2 2. Group I--Leg Press . . . . . . . . . . l2 3. Group I--Knee—Extension . . .1 .~ . . . . 12 Group II--Calf-Raise o o o c o o o o o' 13 5. Group II—-Three-Quarter Walking Squat . . . . 13 6 Group II—-Jump Squat With Weight . . . . . l3 7. Group III--Straight Leg Bicycle . '. . . . . 14 8. Group III——Bent Leg Bicycle . . . . . . . IA 9 Group III--Leg Press . . . . . . . .v . IA 10. Isometric Bar . . . . . . . . . . . . 39 LIST OF APPENDICES Appendix Page A. Individual Gains and/or Losses in Vertical Jumping Ability 0 O O O 0 O O 0 O 0 30 B. Individual Weekly Vertical Jumping Per- formance . . . . . . . . . . . - 34 C. Description of the Exercises for the Four Grcups o o o. o o o o o o o o o o 37 D. Total Costs of the Equipment Used in the Three Experimental Groups . . . . . . . 42 vi CHAPTER I. INTRODUCTION Misunderstandings have a tendency to develop from the many magazine articles printed each year. One good example would be Burham‘s (12) article, in which he indi- cates that during the basketball season of 1957-58, his team was out rebounded in twenty-three of twenty-five games. After inserting a weight-training program, Burham‘s- team reversed the previous year's statistics and out re- bounded his opponents in twenty-three of twenty-five games. Much essential data is lacking in the article; however, many coaches might automatically assume that the weight training program was the reason for the complete reversal in performance. Because the Exer-Genie, a fairly new exercise device, has reportedly been used with much success by college and professional athletes, it was the desire of the writer to test the Exer-Genie under controlled conditions on high school students. A comparison of three programs of exer- cise was made to determine the training effects on vertical- jumping ability. It also was the writer‘s desire to be as economical as possible in the construction of the training programs. Significance of the Study Several studies (A, 13, 14, 18, 20, 22) have shown that a mean increase in verticalejumping ability can be obtained by the use of isotonic training programs. Fewer studies have been conducted involving a comparison of isometric and isotonic training programs. Almost no studies were found in which the two types of exercise were combined into a single training program. Preliminary investigations by Miller (23), seem to indicate that com- bining isometric and isotonic exercises, in that order, might be the best training program yet produced for in- creasing vertical-jumping ability. The purpose of this study was to focus attention on some of the many problems involved in conducting a training program to improve the vertical-jumping ability of high school boys. An attempt was made to answer such questions as: How much increase can be shown in vertical-jumping. ability in a six—week period? What is the best type of exercise to improve vertical-jumping ability? Will an inexpensive (isometric or isotonic) training program give satisfactory results, or will the Exer-Genie provide a greater vertical-jump increase which is significant enough to warrant the more expensive program?“ Statement of the Problem This study was designed to identify and compare the effects of three different training programs, (a) isometrics, 3 (b) isotonics, and (c) the Exer—Genie, on the vertical- jumping ability of Caucasian high school boys. Terminology Used Isometrics.—-A system of exercises in which muscles are contracted so that there is little shortening but a great increase in the tone of the muscle fibers involved. Isotonics.--A system of exercises in which muscles are contracted so that there is shortening and lengthening as the spanned joint moves through its range of motion. Exer-Genie.--A small, lightweight exercising device. A typical Exer-Genie exercise program begins with a ten— second isometric contraction. The Exer-Genie then allows the muscles to continue through their range of motion iso- tonically against a pre-determined amount of resistance. Normally Healthy.-—Free of noticeable physical defects and/or disease, and able to participate in daily physical education activities. Warm—Up.-—A period of moderate activity to prepare the muscles for more vigorous activities. Vertical Jump.--A test to determine the vertical- jumping ability of an individual. Limitations The unavoidable limitations of this study were as follows: 1. There was no control over diet, sleep, and other daily living habits. 2. Nothing is known about any past training pro- grams of the subjects. 3. Self-motivation may have been lacking; however, encouragement was given daily to each group. A. It is fully realized that the legs are not the only part of the body involved in the vertical jump. How- ever, the training programs incorporated only the basic leg movements involved in the vertical jump. 5. The performance of the Sargent Jump may be affected by one or both of two factors: (a) the skill, motor ability, or coordination necessary to perform the jump correctly and (b) the ability to do one‘s best at any given time (15). CHAPTER II REVIEW OF LITERATURE The ability to jump is very valuable to a basketball player, and coaches are continually trying to improve this asset. The amount of spring a player-can develop is pro- portional to the strength of the extensor muscles of the knee and ankle (1). In other words, in jumping for a re- bound, the stronger the leg muscles the greater can be the crouch for a second and third effort in rebounding. Though leg spring is only one of the attributes of a good basketball player, it is probably the most desir- able asset for rebounding. The key muscles in jumping are the knee extensors, the ankle plantar flexors, and the ex- tensors of the hip (5). The leg is not the sole body com- ponent involved in the vertical jump; but to limit the problem, it was the only component considered in this study. When one talks about vertical jumping ability, he is speaking especially of "leg strength" as measured by a dynamometer. After working on the relationship between explosive leg strength and performance in the vertical-jump, Smith (16) discovered that strength exerted against a dyna- mometer involves a different neuromotor pattern from that controlling the muscles during movement. It has been proven conclusively by several inves- tigators that isotonics contribute greatly to improved vertical-jumping ability. Chue (13) reports a mean gain of 7.2 cm. for an experimental group, while a required physical education class increased only 3.9 cm. (Capen (14) showed greater increases in a weight-training group than in a control group. Grattos (18) also showed a significant increase in a weight-training group over a "free jumping" group. Weed‘s (22) experimental weight-training group of six college basketball players increased a mean of six inches over an eighteen-week period. During the first six weeks, their mean increase was 2.2 inches. Even though both of his groups increased in vertical-jumping ability, Smith (20) showed a greater increase, significant at the .01 level, in his experimental group than in his control group. Hoffman (A) showed a three-inch increase in vertical—jumping ability due to an isotonic training program involving legs, shoulders, arms, and hands. When isotonics and isometrics were compared, con- flicting outcomes have resulted. Berger and Rapp (9) showed that an isotonic program was more effective than an isometric program in improving the vertical jump and that a significant increase in isometric strength does not necessarily guarantee an increase in vertical-jumping ability. In a study of the relationship of power to static and dynamic strength, Berger and Henderson (10) found that both types of strength are related to leg power, but that neither one is more related than the other. In contrasting the effects of isometric and isotonic training on the vertical jump, Hannett (19) found a mean increase? of 3.3 inches for his isometric group, 2.6 inches for his isotonic group and 1.4 inches for his control group. Im- provements within each group were significant at the .05 level. In his attempt to find the components which con— tributed most to the vertical jump, Bangerter (17) found that all five of his groups, including the control group, gained "strength“ beyond the .05 level of significance and three of the five gained beyond the .01 level. These three groups were the hip extensor muscles, the knee extensor muscles,and the plantar flexor, knee and hip extensor muscles. However, these three groups which improved beyond the .01 level were not significantly different from each other. Smith (20) showed a significant increase (.01 level) in vertical-jumping ability over an eight—week training period. However, the game rebounding performances, also included in the study, were not significantly improved. CHAPTER III METHODS OF RESEARCH It was the desire of the writer to test the Exer- Genie under controlled conditions. A comparison was made of the training effects of three programs of exercise on vertical—jumping ability. Subjects The subjects were selected from four required physical education classes at Ainsworth High School (Flint, Michigan). 0f the sixty Caucasian subjects who started the study, none were involved in interscholastic athletics, and all were considered normally healthy individuals. Due to claSs absenteeism, the final number of participants was only thirty-six. All subjects were given two days of instruction in the proper way to do the assigned exercises and to execute the vertical jump. Written instructions then were put on the wall adjacent to each place of exercise. Each individual was pre-tested on the vertical jump (three jumps were given and the average height was recorded as the score) and placed, by matching, into one of the four groups. Experimental Procedures The following general procedures were adopted: 1. Each subject had the same amount of mental and physical instruction on the correct execution of the vertical jump and the training exercises. It is generally agreed by experimenters that best results with the vertical— jump tests are obtained after the techniques of the jump have been taught and the subjects have practiced its execution. Under these conditions, reliability coefficients have been reported at .85 by McCloy and by Coleman (2). 2._ The vertical-jump test consisted of chalking the fingertips, standing with the jumping arm parallel to the jumping board, and reaching for maximum height. The ~subject then proceeded to jump, touching the board with chalked fingertips at the height of his jump. The distance between the two chalk marks was measured to the nearest half-inch (2). 3. Each subject was pre—tested anthhen tested every Monday of the six—week training program. In each test, the subject took three jumps with the average height of the three being recorded. All vertical-jump tests pre-' ceded the work-out and class activity of the day. A. A one-minute warm up, consisting of running-in- place at threeLquarter speed, preceded each work out. A similar run, plus five practice vertical jumps, preceded each vertical-jump test. 10 5. Each experimental group participated in three training exercises each day with the control group having a pre-arranged set of calisthenics. 6. Subjects of each experimental group worked in pairs for most exercises. 7. The specific exercises used by the three experimental groups were kinesiologically similar. This was to insure that the muscles most used in the vertical jump would be exercised by all three experimental groups. 8. All training programs were conducted during the regularly scheduled physical education hour. 9. The subjects were encouraged to be regular both in school attendance and in participation in this study. Those who missed more than three days of the Six weeks' program, for any reason, were not included in the final analysis. The study concluded with nine sets (four subjects per set) of matched subjects. 10. Individual, weekly, vertical-jumping perform- ances were recorded and are listed in Appendix B. 11. The study started September 7, 1967, and ended October 23, 1967. Exercise Programs A muscle will develop in size and strength only when it is overloaded (21). Therefore, in this study the leg extensor muscles were required to exert force against greater resistance than they normally do. An ll attempt was made to work the movements involved in the vertical jump into a group of exercises. These exercises were chosen, after reading the literature by Hook (5) and Massey (6). Following is a brief description of each group of exercises. A more thorough explanation of the individual exercises is given in Appendix C. Exercises for Group I This training program included the three isometric exercises shown in Figures 1, 2, and 3. These exercises were designed to strengthen the legs and were matched with exercises used by the other experimental groups. Each contraction began and ended slowly (9). A ten- second duration was used for each contraction. A rest period then was taken, lasting from ten to twenty seconds, depending on the exercise. Exercises for Group II This training program included the three isotonic exercises shown in Figures A, 5, and 6. They were performed with a partner of approximately the same weight. The partner supplied the resistance in two of the three exercises. Here, too, the exercises were matched with those used by the other experimental groups. Exercises for GroupiIII This training program consisted of the three exer- cises with the Exer-Genie, shown in Figures 7, 8, and 9. TI' H maomw l2 . .coxoam .COHmcopxolmocxll.m ohswfim .mmmnm wwal.m onswfim panamaa onCloo mo mammamc¢ll.m mqm