The structure analysis of basic motor efficiency of both male and female physical education students

Introduction

The basic aim of this study is to determine a motor segment of PE students. The main task of this research is to estimate a basic motor ability structure, with special emphasis on the motor efficiency of male and female PE students.

Methods

This research has been realized on the specially selected sample of examinees (Physical Education male and female students, the 2nd year of study at the University of Nis. The total sample of examinees consisted of 118 students, 20-22 years old divided in two sub-samples and defined as PE male (n=84) and female students (n=34). The applied set of motor tests was used for the estimation of co-ordination (rhythmical structure realization, frequency of movement) balance, flexibility, strengths (explosive, static and repetitive) and the speed endurance. The set of tests for the evaluation of the basic motor abilities consisted of 22 variables. The research data were processed with basic descriptive statistics (mean value, standard deviation, Min. and Max. numeric score, interval and coefficient of variation). The separate structure of factor analyses of the examined motor segments of both samples was established.

Results

By the applied factor analysis it was confirmed that the structure of motor segment is multidimensional. Five latent dimensions (factors) in both samples of examined subjects were isolated. In the female sample of examine the 1st factor was defined as the factor of general motor capability (explained with 23.53% of variance), the 2nd was defined as the factor of flexibility (explained with 18.41% of variance), the 3rd factor was bipolar, and defined as the factor of strength and balance (explained with 15.44% of variance), the 4th factor had very complex structure and it is best defined as the speed factor (explained with 9.77% of variance). Finally, the 5th factor is weakly defined (explained with 6.99% of variance) and it is probably the result of hyper factorization. In the male sample of examinees the 1st factor was defined as the factor of general motor capability, explained with 17 % of variance, and best defined with variables for estimation of co-ordination (.411), flexibility (.352), agility (.327), repetitive (.324) and explosive strength (.312). The 2nd was defined as the factor of balance, explained with 11 % of variance, and the best defined only by the tests for the open eyes balance estimation (BH10= .586; BV10= .575; BH20= .364; BV20= .300). The t 3rd factor is widely spread, but very weakly explained, only with 9 % of variance), and best defined with the tests for the movement frequency estimation: (HTAP= .351; HCRU=. 245) as well as with the tests for estimation of static strength (STST=. 286); hip joint flexibility (FDFB= .223) and speed endurance (SEND=. 194). This factor can be referred to as the factor of speed frequency movement, or mechanism of synergetic and tonus regulation. The 4th factor had a very complex structure and it is explained with 7 % of variance. This factor is weakly defined with the variables for estimation of the rhythm co-ordination (RHCO= .373), abdominal muscle repetitive strength (RSAM= .251) and rush (4X10= .186). It was referred as the factor of co-ordination. Finally, the 5th factor is weakly defined (explained with 6 % of variance) and it is probably the result of hyper factorization.

Discussion / Conclusions

Multivariate analysis of variance points out that two examined samples (male and female PE students) statistically differ to a considerable proportion. (WILKS LAMBDA =.10; Q=.00). Multiple analysis of variance and t-test point out that the significant differences are established with 15 of 21 variables (circa 75.00%). In the majority of these variables (10 of 15) the scores are better with the sample of PE male students. With both samples of PE students 5 motor dimensions were isolated, but better explained and defined in the sample of PE female students. The research results of this study may enable the evaluation and prognosis based on the estimated status, point out the abilities which are necessary for good achievements in the physical education course of study as well as for designing and planning the educational units.

References

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