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dribbling</title> <meta name="description" content="Search results for: dribbling"> <meta name="keywords" content="dribbling"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="dribbling"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: dribbling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Relationship between Deliberate Practice of Dribbling and Self-Regulatory Behavior of Male Basketball Players </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daud%20Abdia">Daud Abdia</a>, <a href="https://publications.waset.org/abstracts/search?q=Aqsa%20Shamim"> Aqsa Shamim</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Tabassum"> Farhan Tabassum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to achieve specific goals, basketball players have to use different skills to enhance their motivation, one such skill is deliberate practice. The aim of this study was to explore the relationship between deliberate practice of dribbling and self-regulatory behavior of male basketball players. For this purpose, a sample of 108 basketball players using stratified sampling was taken from public and private sector universities. Sample was divided into two groups that are experimental (n=54) and control group (n=54) using comparative experimental design. Experimental group was involved in the training of deliberate practice of dribbling for 5 weeks. Amounts of weekly practice activity and Self-Regulation of Learning Self-Report Scale (SRL-SRS) were used for self-regulatory behavior to collect data after the deliberate practice. The reliability of amounts of weekly practice activity was found to be 0.852, whereas SRL-SRS was found to be 0.890. The results of the study indicated a strong positive correlation between deliberate practice of dribbling and self-regulatory behavior (r=0.755, n=54, p=.000). Whereas, paired sample t-test; t(53)=1.37, p < 0.005 shows statistically significant improvement in the self-regulatory behavior after the training program of deliberate practice from 3.02 ± 0.64m to 3.21 ± 0.75m (p < 0.005). It was concluded that in order to enhance the self-regulatory behavior of basketball players we should work on the deliberate practice of the players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-regulatory%20behavior" title="self-regulatory behavior">self-regulatory behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberate%20practice" title=" deliberate practice"> deliberate practice</a>, <a href="https://publications.waset.org/abstracts/search?q=dribbling" title=" dribbling"> dribbling</a>, <a href="https://publications.waset.org/abstracts/search?q=basketball" title=" basketball"> basketball</a> </p> <a href="https://publications.waset.org/abstracts/111243/relationship-between-deliberate-practice-of-dribbling-and-self-regulatory-behavior-of-male-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> The Difference in Basic Skills among Different Positional Players in Football</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habib%20Sk">Habib Sk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashoke%20Kumar%20Biswas"> Ashoke Kumar Biswas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Football is a team game. Eleven players of each team are arranged in different positions of play to serve the specific task during a game situation. Some such basic positions in a soccer game are (i) goal keepers (ii) defenders (iii) midfielders and (iv) forwards. Irrespective of the position, it is required for all football players to learn and get skilled in basic soccer skills like passing, receiving, heading, throwing, dribbling, etc. The purpose of the study was to find out the difference in these basic soccer skills among positional players in football if any. A total of thirty-nine (39) teen aged football players between 13 to 19 years were selected from Hooghly district in West Bengal, India, as subjects. Out of them, there were seven (7) goal keepers, twelve (12) defenders, thirteen (13) midfielders, and seven (7) forwards. Passing, dribbling, tackling, heading, and receiving were the selected basic soccer skills. The performance of the subjects of different positional groups in different selected soccer skills was tested using a standard test for each. On the basis of results obtained through statistical analysis of data, following results were obtained: i) there was significant difference among the groups in passing, dribbling and heading but not in receiving; ii) the goal keepers and defenders were the weakest in all selected soccer skills; iii) midfielders were found better in receiving than other three skills of passing, dribbling and heading; and iv) the forward group of players was found to be the better in passing, dribbling and heading but weakest in receiving than other groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance" title="performance">performance</a>, <a href="https://publications.waset.org/abstracts/search?q=difference" title=" difference"> difference</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamental" title=" fundamental"> fundamental</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a>, <a href="https://publications.waset.org/abstracts/search?q=position" title=" position"> position</a> </p> <a href="https://publications.waset.org/abstracts/117325/the-difference-in-basic-skills-among-different-positional-players-in-football" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Effect of Postural Sway and Technical Parameters of 8 Weeks Technical Training Performed with Restrict of Visual Input on the 10-12 Ages Soccer Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurtekin%20Erkmen">Nurtekin Erkmen</a>, <a href="https://publications.waset.org/abstracts/search?q=Turgut%20Kaplan"> Turgut Kaplan</a>, <a href="https://publications.waset.org/abstracts/search?q=Halil%20Taskin"> Halil Taskin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Sanioglu"> Ahmet Sanioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Gokhan%20Ipekoglu"> Gokhan Ipekoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to determine the effects of an 8 week soccerspecific technical training with limited vision perception on postural control and technical parameters in 10-12 aged soccer players. Subjects in this study were 24 male young soccer players (age: 11.00 ± 0.56 years, height: 150.5 ± 4.23 cm, body weight: 41.49 ± 7.56 kg). Subjects were randomly divided as two groups: Training and control. Balance performance was measured by Biodex Balance System (BBS). Short pass, speed dribbling, 20 m speed with ball, ball control, juggling tests were used to measure soccer players’ technical performances with a ball. Subjects performed soccer training 3 times per week for 8 weeks. In each session, training group with limited vision perception and control group with normal vision perception committed soccer-specific technical drills for 20 min. Data analyzed with t-test for independent samples and Mann-Whitney U between groups and paired t-test and Wilcoxon test between pre-posttests. No significant difference was found balance scores and with eyes open and eyes closed and LOS test between training and control groups after training (p>0.05). After eight week of training there are no significant difference in balance score with eyes open for both training and control groups (p>0.05). Balance scores decreased in training and control groups after the training (p<0.05). The completion time of LOS test shortened in both training and control groups after training (p<0.05). The training developed speed dribbling performance of training group (p<0.05). On the other hand, soccer players’ performance in training and control groups increased in 20 m speed with a ball after eight week training (p<0.05). In conclusion; the results of this study indicate that soccer-specific training with limited vision perception may not improves balance performance in 10-12 aged soccer players, but it develops speed dribbling performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Young%20soccer%20players" title="Young soccer players">Young soccer players</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20perception" title=" vision perception"> vision perception</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20control" title=" postural control"> postural control</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a> </p> <a href="https://publications.waset.org/abstracts/17464/the-effect-of-postural-sway-and-technical-parameters-of-8-weeks-technical-training-performed-with-restrict-of-visual-input-on-the-10-12-ages-soccer-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Application of 3-6 Years Old Children Basketball Appropriate Forms of Teaching Auxiliary Equipment in Early Childhood Basketball Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hai%20Zeng">Hai Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Anqing%20Liu"> Anqing Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuguang%20Dan"> Shuguang Dan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Zhang"> Ying Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20Li"> Yan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Zihang%20Zeng"> Zihang Zeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are strong; the country strong, the development of children Basketball is a strategic advantage. Common forms of basketball equipment has been difficult to meet the needs of young children teaching the game of basketball, basketball development for 3-6 years old children in the form of appropriate teaching aids is a breakthrough basketball game teaching children bottlenecks, improve teaching critical path pleasure, but also the development of early childhood basketball a necessary requirement. In this study, literature, questionnaires, focus group interviews, comparative analysis, for domestic and foreign use of 12 kinds of basketball teaching aids (cloud computing MINI basketball, adjustable basketball MINI, MINI basketball court, shooting assist paw print ball, dribble goggles, dribbling machine, machine cartoon shooting, rebounding machine, against the mat, elastic belt, ladder, fitness ball), from fun and improve early childhood shooting technique, dribbling technology, as well as offensive and defensive rebounding against technology conduct research on conversion technology. The results show that by using appropriate forms of teaching children basketball aids, can effectively improve children's fun basketball game, targeted to improve a technology, different types of aids from different perspectives enrich the connotation of children basketball game. Recommended for children of color psychology, cartoon and environmentally friendly material production aids, and increase research efforts basketball aids children, encourage children to sports teachers aids applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appropriate%20forms%20of%20children%20basketball" title="appropriate forms of children basketball">appropriate forms of children basketball</a>, <a href="https://publications.waset.org/abstracts/search?q=auxiliary%20equipment" title=" auxiliary equipment"> auxiliary equipment</a>, <a href="https://publications.waset.org/abstracts/search?q=appli" title=" appli"> appli</a>, <a href="https://publications.waset.org/abstracts/search?q=MINI%20basketball" title=" MINI basketball"> MINI basketball</a>, <a href="https://publications.waset.org/abstracts/search?q=3-6%20years%20old%20children" title=" 3-6 years old children"> 3-6 years old children</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/46262/application-of-3-6-years-old-children-basketball-appropriate-forms-of-teaching-auxiliary-equipment-in-early-childhood-basketball-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> 2016 Taiwan's 'Health and Physical Education Field of 12-Year Basic Education Curriculum Outline (Draft)' Reform and Its Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hai%20Zeng">Hai Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Yisheng%20Li"> Yisheng Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Jincheng%20Huang"> Jincheng Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chenghui%20Huang"> Chenghui Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Zhang"> Ying Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are strong; the country strong, the development of children Basketball is a strategic advantage. Common forms of basketball equipment has been difficult to meet the needs of young children teaching the game of basketball, basketball development for 3-6 years old children in the form of appropriate teaching aids is a breakthrough basketball game teaching children bottlenecks, improve teaching critical path pleasure, but also the development of early childhood basketball a necessary requirement. In this study, literature, questionnaires, focus group interviews, comparative analysis, for domestic and foreign use of 12 kinds of basketball teaching aids (cloud computing MINI basketball, adjustable basketball MINI, MINI basketball court, shooting assist paw print ball, dribble goggles, dribbling machine, machine cartoon shooting, rebounding machine, against the mat, elastic belt, ladder, fitness ball), from fun and improve early childhood shooting technique, dribbling technology, as well as offensive and defensive rebounding against technology conduct research on conversion technology. The results show that by using appropriate forms of teaching children basketball aids, can effectively improve children's fun basketball game, targeted to improve a technology, different types of aids from different perspectives enrich the connotation of children basketball game. Recommended for children of color psychology, cartoon and environmentally friendly material production aids, and increase research efforts basketball aids children, encourage children to sports teachers aids applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20and%20physical%20education%20field%20of%20curriculum%20outline" title="health and physical education field of curriculum outline">health and physical education field of curriculum outline</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20fitness" title=" health fitness"> health fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20and%20health%20curriculum%20reform" title=" sports and health curriculum reform"> sports and health curriculum reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=twelve%20years%20basic%20education" title=" twelve years basic education"> twelve years basic education</a> </p> <a href="https://publications.waset.org/abstracts/46328/2016-taiwans-health-and-physical-education-field-of-12-year-basic-education-curriculum-outline-draft-reform-and-its-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Effect of a Test Pump Supplement on the Physiological and Functional Performance of Futsal Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20Rahsepar">Samaneh Rahsepar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrzad%20Moghadasi"> Mehrzad Moghadasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To evaluate the effect of Test Pump supplement on the physiological and functional performance of futsal women, twenty female futsal subjects were divided into two groups: placebo (n = 10) and supplement (n = 10) and were given buccal tablets for 7 days and 12 g daily supplement each day. The placebo group used starch powder during this period. Speed, agility with ball, agility without ball and dribbling time were measured before and after supplementation. In addition, the rate of heart rate and blood pressure changes were measured before and after the YOYO test. The results showed that the test pump had no significant effect on improving speed, agility with ball, agility without ball, dribbling time and heart rate changes and diastolic blood pressure, and only affect the maximum oxygen consumption and systolic blood pressure (P <0.05). In general, the use of the test-pump supplement does not have a significant effect on the physiological and functional performance of futsal women. The results of this study showed that the use of supplementary pump tests on women's futsal heart rate changes after loading period had a significant difference between the two groups in resting heart rate with heart rate after exercise and 5 minutes after exercise. However, it did not have a significant effect on the increase in heart rate. Supplementation significantly increased systolic blood pressure after exercise compared to resting blood pressure, as well as a significant increase in systolic blood pressure after exercise compared to resting systolic blood pressure and 5 minutes after exercise in both groups from the loading period. On the other hand, there was a significant difference in systolic blood pressure in both placebo and supplemented groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test%20pump%20supplement" title="test pump supplement">test pump supplement</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=speed" title=" speed"> speed</a>, <a href="https://publications.waset.org/abstracts/search?q=dribble" title=" dribble"> dribble</a>, <a href="https://publications.waset.org/abstracts/search?q=agility" title=" agility"> agility</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20oxygen%20consumption" title=" maximum oxygen consumption"> maximum oxygen consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiovascular" title=" cardiovascular"> cardiovascular</a> </p> <a href="https://publications.waset.org/abstracts/78788/the-effect-of-a-test-pump-supplement-on-the-physiological-and-functional-performance-of-futsal-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Predictor Factors in Predictive Model of Soccer Talent Identification among Male Players Aged 14 to 17 Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Hafiz%20Ismail">Muhamad Hafiz Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20H."> Ahmad H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelfianty%20M.%20R."> Nelfianty M. R.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The longitudinal study is conducted to identify predictive factors of soccer talent among male players aged 14 to 17 years. Convenience sampling involving elite respondents (n=20) and sub-elite respondents (n=20) male soccer players. Descriptive statistics were reported as frequencies and percentages. The inferential statistical analysis is used to report the status of reliability, independent samples t-test, paired samples t-test, and multiple regression analysis. Generally, there are differences in mean of height, muscular strength, muscular endurance, cardiovascular endurance, task orientation, cognitive anxiety, self-confidence, juggling skills, short pass skills, long pass skills, dribbling skills, and shooting skills for 20 elite players and sub-elite players. Accordingly, there was a significant difference between pre and post-test for thirteen variables of height, weight, fat percentage, muscle strength, muscle endurance, cardiovascular endurance, flexibility, BMI, task orientation, juggling skills, short pass skills, a long pass skills, and dribbling skills. Based on the first predictive factors (physical), second predictive factors (fitness), third predictive factors (psychological), and fourth predictive factors (skills in playing football) pledged to the soccer talent; four multiple regression models were produced. The first predictive factor (physical) contributed 53.5 percent, supported by height and percentage of fat in soccer talents. The second predictive factor (fitness) contributed 63.2 percent and the third predictive factors (psychology) contributed 66.4 percent of soccer talent. The fourth predictive factors (skills) contributed 59.0 percent of soccer talent. The four multiple regression models could be used as a guide for talent scouting for soccer players of the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=soccer%20talent%20identification" title="soccer talent identification">soccer talent identification</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20and%20physical%20test" title=" fitness and physical test"> fitness and physical test</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer%20skills%20test" title=" soccer skills test"> soccer skills test</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20test" title=" psychological test"> psychological test</a> </p> <a href="https://publications.waset.org/abstracts/93679/predictor-factors-in-predictive-model-of-soccer-talent-identification-among-male-players-aged-14-to-17-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Evaluating Cognition and Movement Coordination of Adolescents with Intellectual Disabilities through Ball Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wann-Yun%20Shieh">Wann-Yun Shieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsin-Yi%20Kathy%20Cheng"> Hsin-Yi Kathy Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan-Ying%20Ju"> Yan-Ying Ju</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Chun%20Yu"> Yu-Chun Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ya-Cheng%20Shieh"> Ya-Cheng Shieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents who have intellectual disabilities often demonstrate maladaptive behaviors in their daily activities due to either physical abnormalities or neurological disorders. These adolescents commonly struggle with their cognition and movement coordination when it comes to executing tasks such as throwing or catching objects smoothly, quickly, and gracefully, in contrast to their typically developing peers. Simply measuring movement time and distance doesn't provide a comprehensive view of their performance challenges. In this study, a ball-playing approach was proposed to assess the cognition and movement coordination of adolescents with intellectual disabilities using a smart ball equipped with an embedded inertial sensor. Four distinct ball games were specifically designed for this smart ball: two focusing on lower limb activities (dribbling along a straight line and navigating a zigzag path) and two centered around upper limb tasks (picking up and throwing and catching the ball). The cognition and movement coordination of 25 adolescents with intellectual disabilities (average age 18.36 ± 2.46 years) with that of 25 typically developing adolescents (average age 18.36 ± 0.49 years) were compared in these four tests. The results clearly revealed significant differences in the cognition and movement coordination between the adolescents with intellectual disabilities and the typically developing adolescents. These differences encompassed aspects such as movement speed, hand-eye coordination, and control over objects across all the tests conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20coordination" title=" movement coordination"> movement coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20ball" title=" smart ball"> smart ball</a> </p> <a href="https://publications.waset.org/abstracts/173993/evaluating-cognition-and-movement-coordination-of-adolescents-with-intellectual-disabilities-through-ball-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Relationship Between Dynamic Balance, Jumping Performance and Q-angle in Soccer Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarik%20Ozmen">Tarik Ozmen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The soccer players need good dynamic balance and jumping performance for dribbling, crossing rival, and to be effective in high balls during soccer game. The quadriceps angle (Q-angle) is used to assess biomechanics of the patellofemoral joint in the musculoskeletal medicine. The Q angle is formed by the intersection of two lines drawing from the anterior superior iliac spine to the centre of the patella and to the midline of the tibia tuberosity. Studies have shown that the Q angle is inversely associated with quadriceps femoris strength. The purpose of this study was to investigate relationship between dynamic balance, jumping performance and Q-angle in soccer players. Thirty male soccer players (mean ± SD: age, 15.23 ± 0.56 years, height, 170 ± 8.37 cm, weight, 61.36 ± 6.04 kg) participated as volunteer in this study. Dynamic balance of the participants were evaluated at directions of anterior (A), posteromedial (PM) and posterolateral (PL) with Star Excursion Balance Test (SEBT). Each participant was instructed to reach as far as with the non-dominant leg in each of the 3 directions while maintaining dominant leg stance. Leg length was used to normalize excursion distances by dividing the distance reached by leg length and then multiplying the result by 100. The jumping performance was evaluated by squat jump using a contact mat. A universal (standard) goniometer was used to measure the Q angle in standing position. The Q angle was not correlated with directions of SEBT (A: p = 0.32, PM: p = 0.06, PL: p = 0.37). The squat jump height was not correlated with Q-angle (p = 0.21). The findings of this study suggest that there are no significant relationships between dynamic balance, jumping performance and Q-angle in soccer players. Further studies should investigate relationship between balance ability, athletic performance and Q-angle with larger sample size in soccer players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=balance" title="balance">balance</a>, <a href="https://publications.waset.org/abstracts/search?q=jump%20height" title=" jump height"> jump height</a>, <a href="https://publications.waset.org/abstracts/search?q=Q%20angle" title=" Q angle"> Q angle</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a> </p> <a href="https://publications.waset.org/abstracts/50053/relationship-between-dynamic-balance-jumping-performance-and-q-angle-in-soccer-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Gymnastics-Oriented Training Program: Impact of 6 weeks Training on the Fitness and Performance of Basketball Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syed%20Ibrahim">Syed Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Muneer%20Ahmed"> Syed Muneer Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a global phenomenon that fitness is a pre-requisite to the desired end of optimum efficiency in elite class basketballers achieved through appropriate conditioning program. This study was undertaken to find out the effect of gymnastic oriented training program on the physical fitness and the level of technical performance of basketball players. Method: 27 basketballers were divided into 12 experimental and 15 control groups aged between 19 to 25 years. Physical fitness tests comprising of vertical jump, push-ups, chin ups, sit ups, back strength, 30 m sprint, boomerangs test, 600 m run, sit and reach, bridge up and shoulder rotation and technical skill tests like dribbling, layup shots and rebound collection were used for the study. A pre- and post-test was conducted before and after the training program of 6 weeks. Results: The results indicated no significant difference in the anthropometric measurements of age, height and weight between the experimental and control group as the ‘t’ values observed were 0.28, 1.63 and 1.60 respectively . There were significant improvements in vertical jump, push-ups, sit-ups, modified boomerang test, bridge test and shoulder rotation index with the ‘t’ values being 2.60, 3.41, 3.91, 4.02, 3.55 and 2.33 respectively. However, no significant differences existed in chin-ups, back strength, 30 m sprint and 6000 m run with the ‘t’ values being 2.08, 1.77, 1.28 and 0.80 respectively. There was significant improvement in the post-test for the technical skills tests in the experimental group with ‘t’ values being 3.65, 2.57, and 3.62 for the dribble, layup shots and rebound collection respectively. There was no significant difference in the values of the control group except in the rebound collection which showed significant difference. Conclusion: It was found that both the physical fitness and skill proficiency of the basketballers increased through the participation in the gymnastics oriented program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gymnastic" title="gymnastic">gymnastic</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-requisite" title=" pre-requisite"> pre-requisite</a>, <a href="https://publications.waset.org/abstracts/search?q=elite%20class" title=" elite class"> elite class</a> </p> <a href="https://publications.waset.org/abstracts/10621/gymnastics-oriented-training-program-impact-of-6-weeks-training-on-the-fitness-and-performance-of-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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