ÖZETBu çalışmanın amacı: Farklı yapısal özellikler taşıyan üç ayrı spor branşının gerektirdiği denge düzeylerini tespit etmek ve branşlara göre denge performanslarını karşılaştırmaktır. Çalışmaya, halen aktif olarak spor yapan ve araştırmaya gönüllü olarak katılmayı kabul 13 basketbolcu, 9 cimnastikçi ve 13 futbolcu olmak üzere toplam 35 erkek sporcu dahil edilmiştir. Sonuç olarak: Cimnastikçilerin denge performansının basketbolculara göre daha yüksek olduğu, futbolculara göre ise sadece dinamik denge performansının daha gelişmiş olduğu saptanmıştır. Futbolcuların denge performanslarının hem basketbolculara hem de cimnastikçilere yakın olduğu, basketbolcuların ve futbolcuların denge yetisi bakımından birbirine benzer özelliklere sahip oldukları belirlenmiştir.Anahtar Kelimeler: Basketbol, Cimnastik, Futbol, Denge, KAT 2000. THE COMPARISON OF BALANCE PERFORMANCE OF THE ATHLETES WHO ARE IN DIFFERENT BRANCHES ABSTRACTThe aim of this study was to compare the balance parameters of the sportsmen who are in different branches. In this study, 13 basketball players, 9 gymnastics and 13 football players were included, who are still active players and volunteered to join. The average age, height and weights of the subjects were, in basketball players; 20.85 years, 192.25 cm and 87.85 kg, in gymnastics; 21.11 years, 173,44 cm and 66.16 kg, and in football players; 21.31 years, 174,39 cm and 70.07 kg. None had any history of vestibular or neurological disease. Dominant leg, nondominant leg, both leg static balance and dynamic balance measurements of the subjects were analyzed with KAT 2000 (Kinesthetic Ability Trainer) stabiliometer. SPSS for Windows 11.00 package program was used in the statistical evaluation of the datum. Level of significance was set at 0.05. There was significant correlations between body mass and dominant leg static balance scores, body mass and nondominant leg balance scores, body mass and both legs balance scores, height and dominant leg balance sceres, height and nondominant leg balance scores (p<0.05). No significant correlation were obtained among other parameters. According to the results the comparison of balance scores among the branches; dominant, nondominant, both leg static balance scores and dinamic balance scores were found in basketball and gymnastics branches as; p<0.05 meaning level. Both leg static balance scores was signifcantly different in basketball and football branches. The dynamic balance score was found in gymnastics -football branches different in meaning level (p<0.05, p<0.01).
The objective of the present study was to determine the effects of exercise continued until the anaerobic threshold on balance performance in basketball players. Twelve male basketball players (age = 20.92 ± 2.81 years, body height = 192.72 ± 7.61 cm, body mass = 88.09 ± 8.41 kg, training experience = 7.17 ± 3.10 years) volunteered to participate in this study. A Kinesthetic Ability Trainer (KAT 2000 stabilometer) was used to measure the balance performance. Balance tests consisted of static tests on dominant, nondominant and double leg stance. The Bruce Protocol was performed by means of a treadmill. The exercise protocol was terminated when the subject passed the anaerobic threshold. After the exercise protocol, balance measurements were immediately repeated. Statistical differences between pre and post-exercise for dominant, nondominant and double leg stance were determined by the paired samples t-test according to the results of the test of normality. The post-exercise balance score on the dominant leg was significantly higher than pre-exercise (t = −2.758, p < 0.05). No differences existed between pre- and post-exercise in the balance scores of the nondominant leg after the exercise protocol (t = 0.428, p > 0.05). A significant difference was found between pre and post-exercise balance scores in the double leg stance (t = −2.354, p < 0.05). The main finding of this study was that an incremental exercise continued until the anaerobic threshold decreased balance performance on the dominant leg in basketball players, but did not alter it in the nondominant leg.
The aim of this study is to enable basic posture exercises to be included in the basic exercises of the visually impaired individuals as a step to learn more difficult movements, to guide the instructors in order to make efficient progress in a short time and to help more numbers of disabled individuals benefit from these studies.Method: 15 visually impaired sedentary students from the Department of Special Education, the Gazi Faculty of Education, who take the course Physical Education and Game Teaching for Visually Impaired People participated in the study. Following the verbal information about the study, the visually impaired students were asked to try 5 movements with difficult conditions. During the next 10 weeks, he course continued in the practice section (1 day, 45 minutes per week) and all the basic postures, included in the program with the help of the instructor’s verbal and physical help, were applied. 10 weeks later, visually impaired students were asked to retry the 5 movements which they were asked to do at the beginning of the program. The study was carried out with compilation method and the results were recorded on the basis of observation.Conclusion: As a result of this study, it was observed that visually impaired individuals who have successfully learned the basic postures with verbal communication and physical help can apply movements with difficult conditions more easily and with fewer mistakes compared to the early attempts and movement qualities (technical production) have significantly increased. Based on this, it can be concluded that basic postures are of great benefit in movement training and progress of visually impaired individuals.
Objective of this study is to help the basic standing position training to take its part among basic exercises of the visually impaired individuals, and to observe the effects of this training on walking and balance skills.Method: 8 visually impaired sedentary individuals with impairment levels of B1 and B2 and ages of 18 to 24 voluntarily participated in the study. After acknowledging the visually impaired individuals with audial information regarding the study, they were told to brisk walk for 15 steps against the audio signal and then to heel-to-toe walk for 15 steps. Their corresponding walking distances, walking durations, directional impairments and losses of balance were recorded. During the 8 week period following this test, 45 minute training sessions accompanied by trainers that included 4 basic standing positions and their combinations were applied once a week, where the trainer corrected the individuals verbally and physically. Abovementioned tests were repeated after these 8 weeks. Gender categorization was not made since the participants were few in number. Non-parametric Wilcoxon Signed Rank Test was applied and a significant increase for the pretest was observed at a 0.05 significance level, where the distances walked increased and walking durations along with losses of balance decreased.Result: It was observed that walking skills of visually impaired individuals that received verbal and physical assistance, and that effectively performed basic positions and their combinations were smoother and more confident; that their walking distances were increased, their losses of balance were decreased and that they encountered less deviations from the direction of movement while walking, compared to their pretest conditions. Starting from this point of view, it might be concluded that the basic standing positions were highly beneficial and applicable activities for walking training of visually impaired individuals.
Bu araştırma, beden eğitimi ve spor bölümlerinde okuyan engelli öğrencilerin bölümlerine uyumlarını vebeklentilerini tespit etmeye yöneliktir. Nicel ve nitel yaklaşımların bir arada kullanıldığı, karma yaklaşım desenlerinden açımlayıcı sıralı desen ile kurgulanan araştırma, 2015-2016 Eğitim-Öğretim yılında Türkiye genelindeki 21 üniversitenin beden eğitimi ve spor bölümlerinde öğrenim gören tüm engelli öğrencilerin katılımıyla gerçekleşmiştir. Araştırmanın nicel bölümüne, 27'si görme, 9'u işitme, 38 'i bedensel engelli olmak üzere 71 öğrenci katılmıştır. Nitel bölümde ise, 4 görme, 3 işitme ve 4 bedensel engelli olmak üzere toplam 11 öğrenci katılmıştır. Veri toplama aracı olarak "Beden Eğitimi ve Spor Bölümlerinde Okuyan Engelli Öğrencilerin Uyum Ölçeği'' ve "yarı yapılandırılmış görüşme formu" kullanılmıştır. Görme engelli ve bedensel engelli katılımcılar fiziksel alanların düzenlenmesi, uygulamalı derslerdeki sorunları ön plana çıkarken, işitme engelli katılımcıların kuramsal derslerde sorun yaşadıkları tespit edilmiştir. Öğretim elemanlarının derslerde kendilerine daha fazla zaman ayırması gibi ortak beklentilerinin olduğu belirlenmiştir.
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