Antropomotoryka nr 55.indb - Akademia Wychowania Fizycznego w ...

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Kamila Czajka, Teresa Sławińska Wyniki. U chłopców najważniejszymi zmiennymi dla rozwoju badanych zdolności motorycznych są: umięśnienie kończyny górnej, komponent endomorficzny mówiący o wielkości otłuszczenia ciała oraz masywność budowy kośćca kończyn dolnych. Sprawność motoryczna dziewcząt koreluje istotnie z czasem przeznaczanym tygodniowo na aktywne i bierne zajęcia pozaszkolne, a także z umięśnieniem kończyn górnych i dolnych, smukłością budowy ciała oraz masywnością kości kończyny górnej. Wnioski. Sprawność motoryczna dziewcząt w wieku 16–18 lat jest związana głównie z ich aktywnością fizyczną. Natomiast u chłopców w badanym okresie poziom wybranych zdolności motorycznych uzależniony jest wyłącznie od cech strukturalnych organizmu, nie zaś od analizowanych czynników związanych ze stylem życia. Introduction Physical fitness and somatic build of an individual undergo lifelong changes due to genetic and environmental factors, but although the development of particular somatic and functional traits varies in functioning and intensity, it follows the natural stages. Despite the existence of invariable sequences in the growth of the organism, the physical fitness and somatic build differ between individuals. It is caused by complex interactions between genetic characteristics and environmental modulators. Physical fitness depends on a lot of factors, most commonly diagnosed ones are: age, gender, body build, the level of development of motor skills, the type of work, training and lifestyle. The relations between environmental factors and the level of physical fitness has been analyzed by many scientists [1, 2, 3, 4, 5, 6]. Many writers have also discussed the subject of dependencies between physical fitness and the parameters of the somatic structure [7, 8, 9, 10, 11, 12, 13]. Recently there has been an increase of interest in the problems of physical activity and their relation to somatic build, physical fitness and, most of all, with health [14, 15, 16, 17, 18, 19, 20, 21]. Physical activity is defined as every body movement performed by the skeletal muscles and leading to energy expenditure [22]. Physical activity is also understood as physical effort accompanying everyday professional and school tasks and chores, as well as physical effort associated with sport or recreational activities [23]. Changes occurring in the organism because of regular, recreational physical activity are invaluable for the circulatory, respiratory and nervous systems and for the bone and muscle tissues and metabolism [24, 16]. However, the beneficial effects of the regularly taken physical activity are most frequently interpreted in terms of the diminished risk of incidence of cancer and diseases of the circulatory system classified as ‘civilization diseases’. Physical activity, stabilizing and reducing body mass, is the best way to prevent and fight overweight and obesity [15, 25, 26, 27], as well as to slow down aging and decrepitude [28]. In the light of the above benefits, physical activity appears to be a remedy neutralizing the negative effects of modern lifestyle [23, 15]. Physical activity during childhood and young age is critical as it is indispensable for correct and overall growth – somatic, intellectual, psychological and social [29]. Physical activity stimulates the child’s body growth with proportional increment in body mass and provides a possibility for better knowledge of its environment and society, and challenges the child with a variety of situations, like accepting failures with dignity, celebrating successes, coping with stress, fatigue and weaknesses, and controlling emotions. The child learns self- -control and rules observed in a given social group thus shaping its relationship with others. Shaping positive attitudes in children and the young towards physical activity, perceived as one of the most important part of a healthy lifestyle, is ascribed in particular to family and school, and to a somewhat lesser extent to peers, mass media and sports events [30]. The research was designed to find out whether physical activity analyzed along with somatic parameters would prove to be crucial for motor fitness in youth. Material and methods The material comprises the data collected in the research on 343 subjects, 165 boys and 178 girls, aged 16–18. The study involved students attending all types of upper secondary schools in the town of Głuchołazy, i.e. Secondary School, Basic Vocational School, Secondary Technical School and Secondary School of Vocational Education. The examined students comprise 59.2% of the population of youth attending schools included in the research. For each subject real age was calculated, then rounded to calculate age categories (e.g. into the group of the 16-year-olds, subjects aged 15.50–16.49 were included). The measurements of somatic traits and manifestation of selected motor traits were taken in physical – 48 –
Motor fitness in relation to body build and physical activity in 16-18-year-old youth education (PE) classes, i.e. when the schools were working. The measurements were taken in the gyms at Secondary School and ZSZ. Both halls were very similar in respect of their size, height, floor, temperature and light. The subjects were familiar with the study goals and were wearing sports clothes. Somatic traits measurements were taken by means of Martin’s technique [31]. Basic morphological parameters were measured: body height (B-v) using an anthropometer with an accuracy of 0.1 cm and body mass using an electronic scale to the nearest 0.1 kg. The results were used to calculate the Body Mass Index (BMI). Body build was described by means of Sheldon’s typology modified by Heath and Carter [32, 33]. The development level of each tissue component – endomorphy, mesomorphy, and ectomorphy – was determined by means of somatic measurements. We measured: 1) skinfolds: on the arm (triceps), the shoulder blade (subscapular), the iliac crest (supraspinal), and the lower leg (calf) using the Harpenden caliper with a constant tension closing compression of 10 g/mm², with an accuracy of 0.1cm; 2) the largest circumferences of the upper arm and the calf using a tape to the nearest 0.1 cm; 3) the biepicondylar breadth of the humerus (cl-cm) and the biepicondylar breadth of the femur (eplepm) using a sliding caliper to the nearest 0.1 cm. The adipose skinfolds, muscle circumferences and biepicondylar breadths were measured on the right-hand side of the body following Carter and Heath’s instructions [33]. The level of development of motor skills was tested with five tests [34, 35]: a throw with a 2-kg medical ball (explosive strength of the upper limbs), hand grip on a hand dynamometer (static strength), standing broad jump (explosive strength of the lower limbs) shuttle run: 10 x 5m (speed), tapping test with a hand (movement speed and frequency of the upper limb). In addition to the somatic and motor procedures, a standardized questionnaire was applied in which we used tools offered by other researchers [30, 36]. The subjects were also explained the notion of leisure time, as it was vital for the understanding of the goal of the study. In this case we used the definition by Dumazedier [37]. The examined students were asked about active and passive ways of spending time after school during the previous 30 days (late March/early April). The following activities were proposed in the questionnaire as examples of passive activities: reading press and literature, afternoon nap, hosting guests (family, friends), listening to music, watching films/television, going to the cinema, pub etc., computer work (games, internet) and some less popular activities. The active ways of spending time (types of physical activity) proposed in the questionnaire included: running/jogging, team games (football, basketball, volleyball, etc.), tennis, skating, cycling, swimming, dancing and some less popular activities. The obtained information about the frequency and duration of each activity undertaken after school was used to calculate the number of hours spent weekly in active and passive way. The collected data was processed using Statistica 6.0 by StatSoft. First arithmetic means and standard deviations of the traits in the sex and age groups were calculated. Student’s t-test for independent data was used to compare mean values, the level of p ≤ 0.05 being considered significant. The relationship between the analyzed parameters (descriptive variables) and particular motor effects (result variables) was examined by the method of forward stepwise regression. The number of descriptive variables in the descriptive set was limited to two. The result analysis conducted by means of the forward stepwise regression was limited to two variables which best described the selected manifestations of physical fitness because of the negligible differences in the values of the correlation coefficients between consecutive multi-element models. In the group of the descriptive variables, apart from the parameters addressing the somatic structure of the examined subjects, their real age as well as time spent weekly on passive activities and physical activity in leisure time were considered. Results The statistical characteristics of somatic measurements and the results of motor tests revealed a large difference between genders, which is typical for the studied phase of ontogenesis. Boys, when compared to girls, are characterized by higher mean values of all of the analyzed body build parameters except for the endomorphic component and a higher motor agility (Table 1, 2). The obtained results reveal that in boys only three descriptive variables out of eleven are significant for the level of particular motor abilities (Table 3). The most important are the muscles of the upper limb expressed as the upper arm circumference. The following two variables are the endomorphy component informing on the – 49 –
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