Izvorni znanstveni članak
Effects of Different Agility Training Programs among First-Grade Elementary School Students
Javier Yanci
orcid.org/0000-0002-8965-5024
; University of the Basque Country (Upv/Ehu), Faculty of Physical Activity and Sports Science, Department of Physical Education and Sport, Vitoria-Gasteiz, Spain
Asier Los Arcos
; Club Atletico Osasuna, Department of Physical Activity and Performance, Pamplona, Spain
Juan Jose Salinero
; Camilo José Cela University, Faculty of Physical Activity and Sports Science, Madrid, Spain
Jurdan Mendiguchia
; Zentrum Rehabilitation and Performance Centre, Department of Physical Therapy, Pamplona, Spain
Eneko Gil
; CPEIP Aoiz, Physical Education Department, Gobierno de Navarra, Aoiz, Spain
David Sanesteban
; San Jacinto College South, Faculty of Physical Activity and Sports Science, Houston, Texas, United States
Ignacio Grande
; Universidad Politécnica, Faculty of Physical Activity and Sports Science, Department of Physical Activity and Sport, Madrid, Spain
Sažetak
The aim of the study was to determine which agility training program (low, moderate or high contextual interference)
was more effective in fi rst-grade primary school students to provide reliable information to physical education teachers
for designing more effective agility programs. A total of 57 fi rst-grade elementary school students participated in the present
study. They were randomized into three groups to compare the effects of three different agility training programs based
on contextual interference: low contextual interference (N=19), moderate contextual interference (N=19), and high contextual
interference (N=19). Contextual interference refers to the relative amount of interference created when integrating two
or more tasks into a particular aspect of a training session. Signifi cant improvements in agility were found in the low
(p<0.01, ES=1.79) and moderate (p<0.05, ES=0.61) contextual interference groups after a 4-week training period. These
improvements were higher in the low contextual interference group. The high contextual interference group showed no
improvements (p>0.05, ES=0.28) after the intervention program. Our results suggested that the low contextual interference
program is still more effective than the moderate contextual interference program in this group of primary school students.
Ključne riječi
MAT; change of direction; physical education; contextual interference; motor control
Hrčak ID:
147694
URI
Datum izdavanja:
30.3.2015.
Posjeta: 895 *