Assessing Strength Effort in Pre-Adolescent Girls: Insights into Effort Accuracy at Different Strength Thresholds
DOI:
https://doi.org/10.17309/tmfv.2024.6.03Keywords:
strength effort assessment, motor development, young girls, maximum strength, kinesthetic sensitivityAbstract
Objectives. This study aimed to examine the peculiarities of strength effort assessment in girls aged 10, 11, and 12 years. Specifically, it sought to understand how these age groups evaluate effort at different percentages of their maximum strength (1/3, 1/2, and 2/3).
Materials and methods. The study involved 75 girls divided into three age groups: 10 years (n = 20), 11 years (n = 25), and 12 years (n = 30). Participants’ maximum hand strength was measured using a dynamometer, and their ability to assess effort at 1/3, 1/2, and 2/3 of this maximum was recorded.
Results. The error of effort assessment was calculated and analyzed using paired and independent samples t-tests. Statistical significance was set at α = 0.05. The analysis revealed no significant age-related differences in hand maximum strength or strength effort assessment among the different age groups. The most accurate assessment of effort occurred at 2/3 of maximum strength for all age groups. Significant differences were found in effort assessment between 1/3 and 1/2 of maximum strength, and between 1/3 and 2/3 of maximum strength, with improvements noted as the effort percentage increased. However, no significant differences were observed between effort levels at 1/2 and 2/3 of maximum strength.
Conclusions. The study indicates that the ability to assess strength effort remains stable across the age range of 10 to 12 years, with the most precise assessment occurring at 2/3 of maximum strength. The findings suggest that while overall strength assessment abilities are consistent, targeted training may enhance precision at different effort levels. This contributes to the understanding of motor function development and highlights the need for interventions to improve effort assessment skills in young girls.
Downloads
References
Choudhary, P. K., & Dubey, S. (2024). Physiological effects of Zumba exercise on male college students: An intervention study. Physical Education Theory and Methodology, 24(3), 404-410. https://doi.org/10.17309/tmfv.2024.3.08 DOI: https://doi.org/10.17309/tmfv.2024.3.08
Mario, M., & Das, A. (2022). Development of an Instrument Based on Salient Behavioral Beliefs to Measure Attitude towards Physical Education. Physical Education Theory and Methodology, 22(3s), S102-S109. https://doi.org/10.17309/tmfv.2022.3s.14 DOI: https://doi.org/10.17309/tmfv.2022.3s.14
Bălan, V., Marinescu, G., Ticală, L., & Shaao, M. (2012). Physical Education–Longlife Learning Factor. Procedia - Social and Behavioral Sciences, 46, 1328–1332. https://doi.org/10.1016/j.sbspro.2012.05.296 DOI: https://doi.org/10.1016/j.sbspro.2012.05.296
Santos, F., Neves, R., & Parker, M. (2019). Future Pathways in Implementing the Teaching Personal and Social Responsibility Model in Spain and Portugal (Rutas futuras en la Implementación del modelo de enseñanza de la responsabilidad personal y social en España y Portugal). Retos, 38, 802–810. https://doi.org/10.47197/retos.v38i38.72696 DOI: https://doi.org/10.47197/retos.v38i38.72696
Ikechukwu, U., Ebonyi, B., Chioma, O P., Ijeoma, I., & Assumpta, M. (2019). The Role of Physical Education Instructors Towards Effective Sports Management in Nigeria Primary Schools. Journal of Education and Practice. https://doi.org/10.7176/jep/10-24-06 DOI: https://doi.org/10.7176/JEP/10-24-06
Harris, S R., Mickelson, E C R., & Zwicker, J G. (2015). Diagnosis and management of developmental coordination disorder. Canadian Medical Association Journal, 187(9), 659-665. https://doi.org/10.1503/cmaj.140994 DOI: https://doi.org/10.1503/cmaj.140994
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement. Child Development, 83(4), 1229-1244. https://doi.org/10.1111/j.1467-8624.2012.01768.x DOI: https://doi.org/10.1111/j.1467-8624.2012.01768.x
Ruiz-Pérez, L. M., & Palomo-Nieto, M. (2018). Clumsiness and Motor Competence in Physical Education and Sport Pedagogy. In N. Llevot-Calvet & O. B. Cavero (Eds.), Advanced Learning and Teaching Environments—Innovation, Contents and Methods. InTech. https://doi.org/10.5772/intechopen.70832 DOI: https://doi.org/10.5772/intechopen.70832
Gidion, H. (2020). The Importance of Measuring Fine Motor Skill in Early Children’s Education. Proceedings of the 3rd International Conference on Vocational Higher Education (ICVHE 2018), Batam, Indonesia. https://doi.org/10.2991/assehr.k.200331.160 DOI: https://doi.org/10.2991/assehr.k.200331.160
Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination. The Journal of Genetic Psychology, 174(5), 514-533. https://doi.org/10.1080/00221325.2012.717122 DOI: https://doi.org/10.1080/00221325.2012.717122
Hodges, N. J., & Franks, I. M. (2002). Modelling coaching practice: The role of instruction and demonstration. Journal of Sports Sciences, 20(10), 793-811. https://doi.org/10.1080/026404102320675648 DOI: https://doi.org/10.1080/026404102320675648
Piccoli, A., Rossettini, G., Cecchetto, S., Viceconti, A., Ristori, D., Turolla, A., Maselli, F., & Testa, M. (2018). Effect of Attentional Focus Instructions on Motor Learning and Performance of Patients with Central Nervous System and Musculoskeletal Disorders: A Systematic Review. Journal of Functional Morphology and Kinesiology, 3(3), 40. https://doi.org/10.3390/jfmk3030040 DOI: https://doi.org/10.3390/jfmk3030040
Yu, J., Sit, C. H. P., Capio, C. M., Burnett, A., Ha, A. S. C., & Huang, W. Y. J. (2016). Fundamental movement skills proficiency in children with developmental coordination disorder: Does physical self-concept matter? Disability and Rehabilitation, 38(1), 45–51. https://doi.org/10.3109/09638288.2015.1014067 DOI: https://doi.org/10.3109/09638288.2015.1014067
Li, K., Su, W., Fu, H., & Pickett, K. A. (2015). Kinesthetic deficit in children with developmental coordination disorder. Research in Developmental Disabilities, 38, 125–133. https://doi.org/10.1016/j.ridd.2014.12.013 DOI: https://doi.org/10.1016/j.ridd.2014.12.013
Brink, A. O., & Jacobs, A. B. (2011). Kinesthetic Sensitivity and Related Measures of Hand Sensitivity in Children With Nonproficient Handwriting. Pediatric Physical Therapy, 23(1), 88–94. https://doi.org/10.1097/PEP.0b013e318208cc81 DOI: https://doi.org/10.1097/PEP.0b013e318208cc81
Thomas, J R., Thomas, K T., & Williams, K. (2008). Motor Development and Elementary Physical Education Are Partners. Journal of Physical Education, Recreation & Dance, 79(7), 40-43. https://doi.org/10.1080/07303084.2008.10598214 DOI: https://doi.org/10.1080/07303084.2008.10598214
Purnama, A., Yus, A., Yus, A., & Wau, Y. (2020). The Profile of Fine Motor Development Achievement in Children of Island (5-6 Years Old) in Teulaga Tujuh Langsa Village. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 127–132. https://doi.org/10.33258/birle.v3i1.764 DOI: https://doi.org/10.33258/birle.v3i1.764
Gunawan, S., Syifa, M., Irianto, D M., & Sukardi, R R. (2023). Investigates The Implementation of Kinesthetic Intelligence-based Thematic Learning: A Case Study in Elementary School's Second-Grade. Equator Science Journal, 1(1), 1-8. https://doi.org/10.61142/esj.v1i1.2 DOI: https://doi.org/10.61142/esj.v1i1.2
Sadaruddin, S., Intisari, I., Hajerah, H., Amri, N. A., & Mariyani, M. (2022). Kinesthetic Learning Development Methods to Train Fine Motors for Early Childhood: 1st World Conference on Social and Humanities Research (W-SHARE 2021), Makassar, Indonesia. https://doi.org/10.2991/assehr.k.220402.049 DOI: https://doi.org/10.2991/assehr.k.220402.049
Bonino, D., Ricciardi, E., Bernardi, G., Sani, L., Gentili, C., Vecchi, T., & Pietrini, P. (2015). Spatial imagery relies on a sensory independent, though sensory sensitive, functional organization within the parietal cortex: A fMRI study of angle discrimination in sighted and congenitally blind individuals. Neuropsychologia, 68, 59-70. https://doi.org/10.1016/j.neuropsychologia.2015.01.004 DOI: https://doi.org/10.1016/j.neuropsychologia.2015.01.004
Morash, V., Connell Pensky, A. E., Alfaro, A. U., & McKerracher, A. (2012). A Review of Haptic Spatial Abilities in the Blind. Spatial Cognition & Computation, 12(2–3), 83-95. https://doi.org/10.1080/13875868.2011.599901 DOI: https://doi.org/10.1080/13875868.2011.599901
Johnstone, B., & Garcia, L. (1994). Neuropsychological evaluation and academic implications for developmental coordination disorder: A case study. Developmental Neuropsychology, 10(4), 369-375. https://doi.org/10.1080/87565649409540590 DOI: https://doi.org/10.1080/87565649409540590
Nilufar, R., Mukhamedova, N., Djalilova, G., Kariyeva, M., Rajabova, N., & Yarova, S B. (2023). Structural elements of didactic skills of educators in the educational process: theoretical and methodological approaches and principles. BIO Web of Conferences, 65, 10008. https://doi.org/10.1051/bioconf/20236510008 DOI: https://doi.org/10.1051/bioconf/20236510008
Cochran, K F., DeRuiter, J A., & King, R A. (1993). Pedagogical Content Knowing: An Integrative Model for Teacher Preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177/0022487193044004004 DOI: https://doi.org/10.1177/0022487193044004004
Ivashchenko, O., Prykhodko, V., & Cieslicka, M. (2018). Movement Coordination: Factor Structure of Development in 5th-7th Grade Girls. Physical Education Theory and Methodology, 18(1), 38-49. https://doi.org/10.17309/tmfv.2018.1.05 DOI: https://doi.org/10.17309/tmfv.2018.1.05
Liakh, V. I. (2000). Driving abilities of schoolchildren: Fundamentals of theory and methods of development. M.: Terra–Sport, 192. (in Russian)
Hirschfeld, H. (2007). Motor control of every day motor tasks: Guidance for neurological rehabilitation. Physiology & Behavior, 92(1–2), 161-166. https://doi.org/10.1016/j.physbeh.2007.05.018 DOI: https://doi.org/10.1016/j.physbeh.2007.05.018
Radnor, J. M., Moeskops, S., Morris, S. J., Mathews, T. A., Kumar, N. T. A., Pullen, B. J., Meyers, R. W., Pedley, J. S., Gould, Z. I., Oliver, J. L., & Lloyd, R. S. (2020). Developing Athletic Motor Skill Competencies in Youth. Strength & Conditioning Journal, 42(6), 54-70. https://doi.org/10.1519/SSC.0000000000000602 DOI: https://doi.org/10.1519/SSC.0000000000000602
Rivilis, I., Hay, J., Cairney, J., Klentrou, P., Liu, J., & Faught, B. E. (2011). Physical activity and fitness in children with developmental coordination disorder: A systematic review. Research in Developmental Disabilities, 32(3), 894-910. https://doi.org/10.1016/j.ridd.2011.01.017 DOI: https://doi.org/10.1016/j.ridd.2011.01.017
Whitehead, J. M. (2006). Starting school—Why girls are already ahead of boys. Teacher Development, 10(2), 249-270. https://doi.org/10.1080/13664530600773341 DOI: https://doi.org/10.1080/13664530600773341
Farfel, V. S. (2011). Motion control in sports. M.: Sovetskii sport, 202.
Ivashchenko, O. V., Nosko, M. O., Cieślicka, M., & Malyshev, D. A. (2019). Motor Abilities: Peculiarities of Strength Effort Assessment in Boys Aged 11–13. Physical Education Theory and Methodology, 19(1), 37-43. https://doi.org/10.17309/tmfv.2019.1.05 DOI: https://doi.org/10.17309/tmfv.2019.1.05
Huda, M. (2019). The problematic: Teachers’ pedagogical ability in using technology on mathematics learning of junior high school. Journal of Physics: Conference Series, 1200, 012009. https://doi.org/10.1088/1742-6596/1200/1/012009 DOI: https://doi.org/10.1088/1742-6596/1200/1/012009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Prashant Kumar Choudhary, Suchishrava Dubey, Bindiya Rawat, Sonu Kumar, Bhanu Pratap, Deepak Bangari, Sandeep Kumar, Sambhu Prasad, Dalveer Singh Kaunteya
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
