Coordination qualities tests of 18-20 year old female students at non-sporting university

Postgraduate student Y.N. Serikova1
PhD, Associate Professor V.A. Aleksandrova2
A.Yu. Nechayeva3
1Moscow city university, Moscow
2Financial University under the Government of the Russian Federation, Moscow
3Bauman Moscow State Technical University, Moscow

Keywords: coordination qualities, physical education, students, hip-hop.

Background. One of the key objectives of the ongoing national education system reforms is to upgrade the existing academic physical education system. The reforms are geared, among other things, to widen the physical education methods and toolkits dominated at this juncture by the endurance, strength and speed prioritizing practices at sacrifice of the flexibility and movement coordination qualities (CQ) improvement ones [2, 3]. Special studies are needed in this context to analyze the academic situation with the CQ and offer a modern efficient CQ training model.

Objective of the study was to test and analyze the basic movement coordination qualities in 18-20 year-old female students at a non-sporting university.

Methods and structure of the study. Sampled for the tests were the 18-20 year old female students of Russian Technological University (n=40) split up into Experimental (EG) and Control Groups (CG) of 20 people each. The sample was tested [1, 4, 5] by juggling, jumping, flip-flops, Romberg-3 and coordination link tests. Thus the juggling and jumping tests were intended to rate the hand movement coordination and all-round coordination qualities, respectively.

Results and discussion. Given in Table 1 are EG versus CG juggling and jumping test data.

Table 1. EG versus CG juggling and jumping test data

 

Juggling, reps

Jumps, reps

Right hand

(x ± s)

Left hand

(x ± s)

Modular

difference

Forth

(x ± s)

Back

(x ± s)

Modular

difference

CG

33±0,46

29,3±0,45

3,84±0,58

59,4±0,44

30,1±0,62

30,6±0,58

EG

32,1±0,55

28,4±0,54

4,05±0,44

61,3±0,78

29,6±0,62

31,6±0,32

The juggling test found notable disharmony in the right/ left hand coordination and the lead hands in both of the groups; the students often lost the ball in the tests to fail to score. The jumping tests of the both groups showed the low all-round coordination qualities as manifested by the gap in the back and forth test scores, with some students having to stop the back jumps or simulate them by hops. The movement pacing and timing qualities were tested by the flip-flops test; and the static coordination qualities were tested by the Romberg-3 test: see Table 2.

Table 2. EG versus CG flip-flops and Romberg-3 test data

 

Flip-flops, s

Romberg-3, s

Version one (x ± s)

Version two (x ± s)

Error, %

(x ± s)

CG

4,24±0,07

5,54±0,05

34,6

5,53±0,09

EG

4,18±0,17

5,53±0,08

33,8

5,7±0,12

The flip-flop test data were found to wide vary for the test versions one and two, with the high error rates. And the Romberg-3 test data were generally unsatisfactory since the students could hold the test position for less than 15 s – often with a tremor and/ or a loss of equilibrium with right/left drifts. The students’ ability to master new motor skills, complicate or rearrange the known skills and vary the execution (leg change, counter rotations, pace variations etc.) was tested by the coordination link test: see Table 3

Table 3. EG versus CG coordination link test data

 

Coordination link, points

Legs only

(x ± s)

Hands only

(x ± s)

Legs plus hands

(x ± s)

Score

(x ± s)

CG

2,57±0,14

2,57±0,12

2,26±0,15

7,42±0,27

EG

2,58±0,14

2,57±0,12

2,11±0,17

7,26±0,18

The students could score at most 5 points in every coordination link test version i.e. 15 maximal points in total. As demonstrated in Table 1 above, the CG and EG test rates were very low.

On the whole, the group tests showed both of the groups being able to score ‘below average or ‘unsatisfactory’ points that means that the subject motor qualities are seriously underdeveloped and the existing training methods and tools of the standard physical education service are inefficient.

Knowing the research finding on the movement coordination and psychomotor qualities being closely correlated, we offered an efficient coordination improvement method dominated by hip-hop dance elements to complement the physical education curriculum at the non-sporting university. It should be noted that hip-hop is the coordination qualities intensive sport discipline with its high-amplitude intensive movement patterns. The discipline combines a few dance styles very versatile in the movement pacing and timing with specific musical illustrations, dancing routines, widely varied rhythms, choreographic design and multilevel execution patterns. Great versatility of the dancing styles and combinations gives ample opportunities to customize the sport discipline to the group fitness including the coordination qualities to effectively mobilize the movement resource of every trainee. Every dancing model within the hip-hop discipline offers its own movement toolkit with the complicated dynamic, pacing and timing factors, highly coordinated limb/ body movements and multiple combinations of the limited-to-high amplitude movements – that enable beginners to fast overcome the natural stiffness and excessive muscular tension.

Conclusion. The CG and EG were tested on the whole under medium by the background coordination qualities tests. We offered an efficient coordination improvement method dominated by the hip-hop dancing elements to complement the physical education curriculum at the non-sporting university, with the new model benefits need to be tested by further studies.

References

  1. Aleksandrova V.A Classical (basic) aerobics to rate coordination abilities of sports ballroom dancers. Teoriya i praktika fiz. kultury. 2012. no. 1. P. 11.
  2. Kusyakova R.F. Development of coordination abilities of students using classical dance. PhD diss.. Naberezhnye Chelny, 2014. 140 p.
  3. Maksimenko A.M. Fundamentals of theory and methods of physical education. University study guide. M.: 4th branch Voenizdat publ., 2001. 319 p.
  4. Romanova T.V. Improving coordination abilities in elite female athletes in wrestling using aerobics. PhD diss.. M., 2006. 119 p.
  5. Serikova Yu.N., Aleksandrova V.A. Analysis of coordination abilities level in female students of non-sports university aged 18–20 years old. «Studencheskaya nauka» i «Molodye uchenye GTsOLIFK [Student science" and "Young scientists of SCOLIPE"]. Proc. interreg. final scie. student conf. March 15-17 2017, April 12-14 2017, MES RF,  RSUPESYT. М., 2017. pp. 240-244.
 Corresponding author: miss17.91@mail.ru
 Abstract

One of the key objectives of the ongoing national education system reforms is to upgrade the existing academic physical education system. Objective of the study was to test and analyze the basic movement coordination qualities in 18-20 year-old female students at non-sporting university by the following tests: basic movement coordination; movement spacing and timing; static balancing skills; dominant lateral hand movement; new motor skills mastering ability; and the motor adaptation (execution complication, reshaping and revision) ability tests. The Experimental Group and Control Group tests rates were dominated by the below average values. Knowing the research finding on the movement coordination and psychomotor qualities being closely correlated, we offered an efficient coordination improvement method dominated by hip-hop dancing elements to complement the physical education curriculum at the non-sporting university. It should be noted that hip-hop was formally listed with the other sport disciplines with the national Ministry of Sports Register albeit is still underexplored. Some analysts tend to rank it with the modern fitness aerobics practices. We would consider the modern hip-hop an independent sport discipline highly beneficial for physical progress on the whole and the coordination improvement purposes in particular. It is also important that the dancing style is highly popular in the academic youth culture – and that was the reason for us to rate its practical benefits for application in the physical education service at non-sport university.