Effects of Different Agility Training Programs among First-Grade Elementary School Students

Yanci, Javier and Los Arcos, Asier and Salinero Martín, Juan José and Mendiguchia, Jurdan and Gil, Eneko and Santesteban, David and Grande Rodriguez, Ignacio (2015). Effects of Different Agility Training Programs among First-Grade Elementary School Students. "Collegium Antropologicum", v. 39 (n. 1); pp. 87-92. ISSN 0350-6134.

Description

Title: Effects of Different Agility Training Programs among First-Grade Elementary School Students
Author/s:
  • Yanci, Javier
  • Los Arcos, Asier
  • Salinero Martín, Juan José
  • Mendiguchia, Jurdan
  • Gil, Eneko
  • Santesteban, David
  • Grande Rodriguez, Ignacio
Item Type: Article
Título de Revista/Publicación: Collegium Antropologicum
Date: 2015
ISSN: 0350-6134
Volume: 39
Subjects:
Freetext Keywords: test, MAT, change direction, physical education, contextual interference
Faculty: Facultad de Ciencias de la Actividad Física y del Deporte (INEF) (UPM)
Department: Deportes
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

The aim of the study was to determine which agility training program (low, moderate or high contextual interference) was more effective in first-grade primary school students to provide reliable information to physical education teachers for designing more effective agility programs. A total of 57 first-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. Significant 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 primary school students.

More information

Item ID: 61157
DC Identifier: http://oa.upm.es/61157/
OAI Identifier: oai:oa.upm.es:61157
Official URL: https://www.collantropol.hr/antropo/article/view/577
Deposited by: Memoria Investigacion
Deposited on: 19 Oct 2020 10:25
Last Modified: 19 Oct 2020 10:25
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