24

before being retested with another 10 trials. No

significant loss in retention or credence of

reminiscence or warm up decrement was formed across

the lay-off periods.

Kerr 1 3 tested 47 male college students for speed of

reaction time movement in a knee extension movement

of 68 0 . Each subject took 20 trials, the last 15 being

only used for the analysis presented in this study. One

week later 39 of the same parameters. In both tests

reaction time was found to correlate with speed of

movement (r=0.538 and 0.629). The two correlation

coefficients were not found to be significantly different

from each other.

Hodgkins 1 4 carried out a study on reaction time

and speed of movement in males and females of

13
Barry A. Kerr, “Relationship between Speed of Reaction Time and Movement in
Knee Extension Movement,” Research Quarterly 37 (March 1966): p.335.
14
Jean Hodgkins, “Reaction Time and Speed of Movement in ales and Females of
Various Age,” Research Quarterly 34 (October 1963): p.335
 25

various ages 930 men, women and children ranging in

ages in their speed of reaction and movement time. The

study revealed that a) males are faster than females

both in reaction time and movement, b) speed of both

functions increase up to early adulthood and then

decreases, c) peak speed is maintained longer by

males in movement and by females in reaction time,

and d) in majority of groups studies no relation existed

between speed of movement and speed of reaction.

Clair 1 5 divided 100 male students in 2 groups of 50

each athletes and non-athletes. The athletes consisted

of 10 each basketball, gymnastic baseball, football

players, lines men and football back 25 tests were

administered to each subjects. The findings indicated

that performance and agility test were accounted for

the part, by reaction time, speed or movement, strength

balance, change of direction and body size and from a

15
Jannel W. Clair, “Introduction of Test for Agility,” Completed Research in Health,
Physical Education and Recreation (1060): p.44.
 26

significant difference was found between the mear

scores of the various group of athletes.

Atwell and Elbel 1 6 studied the voluntary or

involuntary response of individuals to stimuli under

various conditions. The study was conducted in an

attempt to determine whether a significant difference in

simple reaction time exists between age groups of male

high school students. In this study 247 male high

school students ranging in age from 14 to 17 years

were used as subjects. They were divided into their

respective age groups and tested individually by the

same tests for speed of hand and body movement in

response to stimulus. The data were presented in terms

of mean scores for age group based upon 7 trials for

each subject for hand response. The coefficients of

correlation between hand and body response for each

group were also calculated. It is seen that for the hand

16
William O’ Atwell and Edwin R. Elbel, “Reaction time of Male High School
Students in 14-17 Years Age Gropups,” Research Quarterly 19 (March 1948):p. 22-29
 27

response, there is a more rapid responses with each

successive age group. Also there is variation in

response with increase in age.

A study was conducted by Espenchade 1 7 on

development of motor co-ordination of boys and girls in

1947. she used Broce Test to find out the components

of motor co-ordination such as agility, balance,

flexibility body control and strength. The test was

administered to boys and girls age ranging 13 and 17

years.

Beise 1 8 and Virginia pearly of university of

Michigam took up a study of relation of reaction time

speed and agility of the big muscles group to certain

sports skill. Three groups were selected 1st was

selected on the basis of demonstrated skill either

tennis, golf or archery 24 players were selected, 2nd

17
S. Anna Espenchade, “Development of Co-ordination in Boys and Girls,” Research
Quarterly 18 (March 1947): p.30-43.
18
Dorthy Beise, “The Relationship of Reaction Time Speed and Agility of Big
Muscles Groups to Certain Skills,” Research Quarterly (1937): p. 451.
 28

was selected in physical activities (those who failed to

achieve average skills 14 subjects), 3rd was selected

on those student who scored very low scores in Braces

motor test. The group consisted of 6 low groups and 8

high groups, test was applied.

Result: These were significant difference in the

result of skilled and non skilled players.

Mohr and Haverstic 1 9 studied 102 women students

at the University of Maryland enrolled in eight week

volleyball courses who were given repeated volleys test

at 3ft. and 7ft., restraining lines. This height was

measured and they were given tests for agility and

vertical jumping. Correlations were computed bet ween

volleys test and other factors. From a study of these

correlations and the significance of the differences a

significant relationship was found to exist between

jumping and volleying at the 3ft. distance.

19
Dorothey R. Mohr and Mrtha J. Haverstic, “Relationship Between Height, Jumping
Ability, and Agility to Volleyball Skills,” Research Quarterly 27 (March 1956) p.74.
 29

Burley and Anderson 2 0 found that power as

measured by the jump reach test is closely associated

with athletic success. They reported that power is more

closely associated with track, swimming, basketball and

baseball than with boxing and wresting, tennis and

possibly football.

Jennet 2 1 found that performance or agility tests

were accounted for in part by reaction time, speed of

movement, strength, balance, change of position,

change of direction, and body size and from. A

significant difference was found between several mean

factors scores of the athlete and non-athlete groups but

no significant differences was found between the mean

factor scores for the various groups of athletes.

20
Lioyd R. Burley and Roylenard Anderson Jr., “Relatinship of Jump and Reach
Measures of Power to Intelligence Scores and Athletic Performance,” Research
Quarterly 26 (March 1955): p.28-35.
21
Clair W. Jennet, An Investigation of Tests of Agility,” Completed Research in
Health, Physical Education and Recreation 2(1960):p. 44.
 30

Burke 2 2 examined the effect of stimulus condition

and direction on reaction time and movement time of

closed and open skill athletes. The stimulus condition

were simple as well as complex. The direction of

movement were to the front, the left, the right and to

the near. 42 closed athletes were gymnasts, cross

country runners and swimmers, while the 42 open

athletes were soccer, baseball and basketball players.

A significant interaction was achieved, between the

stimulus condition and direction.

And the following conclusions were made.

1. Reaction time and movement time measures

were faster under complex stimulus conditions.

2. The open skill athletes had faster reaction time

movement time measures than the closed skill

athletes.

22
Thomas Richard Burke, “Effect of Stimulus Condition and Direction on Reaction
Time Movement Time of Closed and Open Skill Athletes,” Dissertation Abstract
International (1972): p.2249.
 31

Manilal, Sabastian and Thomas 2 3 conducted a study

to compare the coordinative abilities of junior India

Basketball players and Junior Indian Voll eyball players.

Twenty-one girls who has attended the Junior Indian

Volleyball coaching camp were selected as subjects.

For coordinative ability test suggested by Peter Hirtz

were administered to evaluate the coordinative abilities

of the subjects. The ‘t’ test was employed to determine

the mean difference in different coordinative abilities

between volleyball and basketball female players. The

result also showed that the volleyball players have

better space orientation ability and reaction ability than

the basketball players.

Baskshi 2 4 Conducted a study on 2 groups of sports

persons on coordinative abilities. The two groups were

the track and field athletes and swimmers. These

23
K.P. Manilal,; P.J. Sabstian and Raju Thomas, “Comparison of Coordinative
Abilities of Junior Indian Basketball and Volleyball Female Players,” (Unpublished
Research Report, NSNIS, Bangalore, 1990).
24
Reema Bakshi, “Companion of Two Group in Coordinative Abilities”, (Unpublished
Master’s Thesis, Jiwaji University, 1994).
 32

groups were chosen because both the activities

involved cycle type of movements. They were tested on

the activities test on suggested by Peter Hirtz. The

subject chosen were either of level of inter- collegiate

level or of inter-university level.

Another observed the test revealed that there is no

significant difference in coordinative abilities of

swimmers and track & field athletes.

Gouranga 2 5 Saskar tested the relationship of co-

coordinative abilities to shooting performance in soccer

on 25 male football players. The findings reveal that

there were no significant relationships of the

coordinative abilities to shooting performance in

soccer.

The findings were, there is no significant

relationship between shooting performance and

coordinative abilities of footballer.

25
Gouranga Saskar, “Relationship of coordinative abilities to shooting performance in Soccer”
(Unpublished Master Degree Thesis in L.N.I.P.E. 1999)
 33

Archita 2 6 Koley conducted a study on relationship

of coordinative abilities to sprinting performance in

sprinters. The result of the study shows that, the

reaction ability, orientation ability and balance ability

had significant relationship to sprinting performance.

26
Archita Koley, “Relationship of coordinative abilities to sprinting performance in sprinter’s”
(Unpublished Master Degree Thesis, L.N.I.P.E. April 1999).
 34

Chapter III

PROCEDURE

In this chapter the selection of subject, selection

of variables, reliability of data, tester’s competency,

subject’s reliability, collection of data, administration of

test and statistical technique employed for analyzing

the data are described.

Selection of Subjects

For the purpose of the study 12 Badminton

players, of the Lakshmibai National Institute of Physical

Education, Gwalior, were selected subjects.

The subjects were thoroughly acquainted with the

testing procedure as well as the purpose and

significance of the study. A thorough orientation of

requirements during the testing procedures and

performance test were made for successful completion

of study. The selected sample consist of 12 players

 35

were requested by the scholar to cooperate and to

participate with utmost sincerity. Everything regarding

the tests were made clear and finally requested to

participate whole heartedly in the present study.

Selection of Variables

On the basis of available literature in the

coordinative abilities and their tests the following

coordinative abilities wee selected for this study.

1. Orientation ability measured by numbered

medicine ball run test and was measured in 1/10

of seconds.

2. Differentiation ability Determined through

backward medicine ball throw test and was

measured in accordance with point scored by

each subjects.

3. Reaction ability measured by ball reaction

exercise test and was measured in meter and

centimeters.
 36

4. Balance ability measured by long nose tests and

was measured in meter and centimeters.

5. Rhythm ability Assessed by sprint at given

rhythm test 1 and was measured in seconds.

Reliability of Data

The reliability of data was ensured by establishing

the instrument’s reliability, tester’s competency, tests

and subjects reliability.

Instrument’s Reliability

The stop watches used for measuring the

performance of subjects in reaction, orientation,

balance and rhythm abilities were obtained from well

known standard firms which supply to various research

laboratories in India and abroad.

1
Peter Hirtz, Coordinative Faclizbeiten Schoisport, P. 127
 37

All the medicine ball used for the test were

checked and weighed to ensure that they were of the

required standard.

The wooden planks taken for administering the

reaction ability test were measured, using a calibrated

steel tape to ensure the required length and width.

All these equipments were available at the

Research Laboratory and sports store of Lakshmibai

National Institute of Physical Education, Gwalior and

their calibration were accepted as accurate enough for

the purpose of this study.

Tester’s Competency and Reliability of Tests

To ensure that the scholar was well versed with

techniques of conducting the tests, the scholar had a

number of trial practice sessions in testing procedure

under the guidance of experts at Lakshmibai National

Institute of Physical Education, Gwalior.

 38

Tester’s competency was established by test retest

method whereas consistency of result was obtained by

product moment correlation. The data collected from a

random selection of 12 subjects by test-retest process

were computed for each variable and are presented in

Table 1.

TABLE -1

RELIABILITY COEFFICIENTS OF TEST-RETEST

SCORES

S.No. Test Item Coefficient of

Correlation ‘r’
1. Orientation Ability .92*

2. Reaction Ability .84*

3. Differentiation Ability .95*

4. Balance Ability .93*

5. Rhythm Ability .93*

* Significant at.01 level.

N = 12
r.01 (10=.71)
 39

Subjects Reliability

The above test-retest coefficient of correlation

method also established subjects were used under

similar conditions by the same tester.

Administration of Tests and Collection of Data

The necessary data was collected by administering

various coordinative ability tests as suggested by Peter

Hirtz. 2 The entire five tests were administered to the

subjects at the basketball courts of Lakshmibai National

Institute of Physical Education, Gwalior.

The necessary markings were done before the

start of the test and the scholar strictly followed the

specification as mentioned in the test. The entire test

were demonstrated and explained to the subjects by the

scholar. They were given a chance to practice and

become familiar with the tests and to know exactly what

2
Peter Hirtz Ed; Koordinative Fachigkeltes in Schulsport (Volk and Wissen Volk
scigener verlag, Berlin, 1985), p. 152.
 40

was to be done. There was no time limit in performing

the tests but, the subjects were requested to put in

their maximum effort.

Numbered Medicine Ball Run Test

Objective of the Tests:

To determine orientation ability of the subjects.

Equipments:-

1. Five medicine balls each weighing 3 kgs.

2. One medicine ball weighing 4 kgs.

3. Stop watch.

4. Caliper.

5. Pencil, Papers and Pads.

Description:-

All the medicine ball weighing 3 kgs were arranged

as shown in Fig. 1 on an even ground in a semi circle

with a distance of 1.5 m. between the balls. The

subjects medicine ball weighing 4 kgs was kept 3 m.

 41

away from these medicine balls. Behind all the

medicine balls of 3 kg. weight, metallic number plates

of 1 sq. foot size were kept, from 1 to 5. Before the

start of the test the subjects were asked to stand

behind the sixth medicine ball facing toward the

opposite direction. On signal the subjects turned and

ran towards the number called by the tester and

touched the medicine ball and run back to touch the

sixth medicine ball, immediately another number was

called. Similarly, a total of three times the number was

called by the tester and the subjects performed

accordingly. Before the actual test was administered,

one practice trial was given to all the subjects.

Scoring:-

The time taken to complete the course was noted

in seconds. Two trials were given to each subject and

the better one was recorded as score. The score

obtained in seconds are presented in Table No. 2

 42

TABLE -2

Raw scores of Orientation ability (in seconds)

Name First Time Second Time

Ajay 8.20 8.30

Kuhwar 6.95 6.90

Kishan 8.00 7.20

Amar 6.50 7.10

Rakesh 9.00 8.10

Yajuvendra 7.90 6.10

Dorjee 8.30 9.00

Satyendra 7.80 6.60

Aman 9.00 6.80

Gyanendra 7.20 7.35

Mani 8.10 8.15

Sanjeev 8.18 8.14

 43

3b 1.5m

1.5m

2b 4b
3mts.

3mts. 3mts.
1.5m 1.5m

1b
3mts. 3mts. 5b
B

B – Medicine Ball Weighing 4 Kg.

b – Medicine Ball Weighing 3 Kg.

Fig. – 1

ORIENTATION ABILITY TEST

 44

Backward Medicine Ball Throw Test

The test was administered to assess the

differentiation ability of the subjects.

Equipments:-

1. A gymnastic mat, size 3x6.

2. One medicine ball weighing 2 kgs.

3. Five medicine balls weighing 1 kg. each,

4. Pencil, papers and pad.

Description:-

A gymnastic mat was kept 2m. away from the

starting line as shown in Fig. 2. A circle of 40 cm.

radius was drawn in the middle of the mat and a

medicine ball of 2 kgs. Kept at the center of the circle.

The subjects were asked to stand behind the starting

line facing the opposite direction. They were asked to

throw five medicine balls (1kg) over the head to hit the

2 kgs ball kept on the mat, one after another by using

 45

both the hands. One practice trial was given to all the

subjects.

Instructions:-

1. One overhead throw was permitted.

2. The students were not allowed to look back.

Gymnastic Mat (6’x3)

Circle

Medicine Ball (2kg.)

2 meter

Staring Line

Fig. –2

DIFFERENTIATION ABILITY TEST

 46

TABLE- 3

The raw scores of Differentiation ability(in points)

Name First Time Second Time

Ajay 18 14

Kuhwar 17 18

Kishan 15 10

Amar 10 9

Rakesh 10 11

Yajuvendra 9 7

Dorjee 17 11

Satyendra 15 9

Aman 8 11

Gyanendra 18 10

Mani 5 10

Sanjeev 14 15
 47

Scoring;

Medicine ball touching the mat = 1 pt.

Medicine ball touching the circle line = 2pts.

Medicine ball inside the circle = 3 pts.

Medicine ball touching the ball (2kg medicine ball

kept at the center of the circle) = 4 pts.

Points were decided considering the 1 s t pitch of

the ball. The score of the individuals was the total

points scored in all the five throws. The score are

presented in Table-3

Ball Reaction Exercise Test

Objective:-

This test was administered to measure the reaction

ability of the subjects.

 48

Equipments:-

1. Two wooden planks each of 4 m. length.

2. One inflated Volleyball.

3. A supporting stand.

4. Pencil, Papers and Pad.

Description:-

Two wooden planks of four meters each kept

inclined by a supporting stand having a height of one

meter and twenty centimeters as shown in Fig. 3. so

that it could enable a volleyball to roll freely form a

height of 1.20 m. the lower ends of wooden planks were

kept at a distance of 1.5 m. away from the starting line

outer side of one of the plank was graduated in

centimeters. Volleyball was held by the tester at the top

of the plank. The subjects were asked to stand behind

the starting line, facing of opposite to the plank.

 49

4 mts.

1.20mts

Wooden Planks

SupportingStand

Starting Line

Fig.-3

REACTION ABILITY TEST

 50

On clapping, the subject took a turn and ran

towards the planks and stopped the ball with both the

hands which was dropped on the signal. Each subject

was given a practice trail befor actual commencement

of the test.

Instructions:-

1. The ball should be stoped with both hands.

2. The ball should not be pushed upward while

stopping.

Scoring:-

The score was the distance measured in cms.

From the top of the planks to a point where the subject

stopped the ball. Only two trials were given and the

best one was recorded as the score of the subject. The

score measured is presented in Table-4

 51

TABLE -4

The raw scores of Reaction ability (in seconds)

Name First Time Second Time

Ajay 1. 40 1.55

Kuhwar 1.95 1.90

Kishan 1.90 1.85

Amar 1.80 1.65

Rakesh 1.50 1.55

Yajuvendra 1.95 2.00

Dorjee 1.65 1.60

Satyendra 1.80 1.70

Aman 1.80 1.85

Gyanendra 1.40 1.20

Mani 1.95 1.90

Sanjeev 2.00 1.70

 52

Long Nose Test

Objective:-

The test was administered to measure the balance

ability of the subjects.

Equipments:-

1. Balancing beam.

2. One medicine ball weighing 2 kg.

3. One medicine ball weighing 1kg.

4. Stop watch.

5. Pencil, papers and pad.

Description:-

A balancing beam of standard size was kept on the

floor, one and half meter away from the starting line as

shown in Fig. 4. The subject was asked to stand behind

the starting line with one kg. Medicine ball on his

strong hand fully stretched forward and the other hand

holding the opposite ear labe. On clapping, the subject

moved over the balancing beam towards the 2 kg.

 53

medicine ball which was kept at the other end of the

beam, pushed down the medicine ball with any of back

to the starting line without losing the balance. Each

subject was given only one chance.

Instructions:-

1. The arm with which the ball is carried should be

kept straight.

2. The medicine ball kept on the balancing beam

should be rolled down with either foot.

4 mts.

1.5mts

Medicine Ball
(2kg)
Starting Line Balancing Beam

Fig. 4

BALANCING ABILITY TEST