Effect of VolleyBall traing Phsical spec & fitness and all

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WCES 2012 The effect of volleyball training on the physical fitness of high school students Hasan Sozen a *aOrdu University, School of Physical Education and Sport, Ordu 52200, Turkey Abstract The aim of this study is to determine the effect of regularly applied volleyball training on the physical fitness values of H igh School students. A total of 62 students from three different high schools participated in the study. The students who participated in the study were divided into two different groups; one group consisted of those who did not join in any sporting activities except for the physical education classes at school while the other group consisted of those who played in the schoo l volleyball team in addition to the physical education classes at school . Eight tests were used derived from the EUROFIT test : flamingo, plate tapping, sit and reach, standing broad jump, handgrip, sit-ups, bent arm hang and 10 x 5m shuttle-run tests to determine the physical fitness of the students. The data obtained were interpreted using the SPSS 14.0 packet program. © 2012 Published by Elsevier Ltd. Keywords: Physical Fitness, Volleyball Training, Physical Education and Sports, EUROFIT 1.Introduction The best factor for determining the activity levels of school children is the extent of participation in organized sports and physical education classes. Considering that teenagers spend most of their time at school, physical education and sports classes should significantly contribute to their physical and mental development (Johnston et al., 2007). The physically excessive fat mass and the mental tiredness of teenagers during their adolescence could be minimized with the help of physical education activities. Physical health gained during childhood and adolescence and maintained lifelong, is essential for the body to function at the optimum level (Baltacı, 2008). Physical education is a training process which realizes the optimum development for the benefit of the individual and of society through large muscle activities, without damaging the individual’s physical, mental and social integrity (Koç, 1998). The aim of physical education activities is to develop a child’s locomotor, manipulative and balance movement skills, and should be part of the school curriculum. At the same time, it aims to contribute to getting the child into the habit of using free time positively and in a useful way, and increasing the learning capacity, social, emotional and perceptual motor development and physical fitness of the child (Çamlıyer & Çamlıyer, 1997). The content and scope of physical education and sports lessons are still under debate throughout the world. The physical circumstances of the school can be big hindrance with regard to achieving a certain standard. When we search the world averages for schools, we can see that the importance given to physical activity has declined over the last ten years (Burgeson et al., 2000). In parallel with this decline, there has also been a decline in the physical compatibility *Hasan Sözen, Tel.: +90-544-825-5290 E-mail address: [email protected] Available online at www.sciencedirect.com© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu

1456 Hasan Sozen / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 1455 – 1460 ss participation is observed in physical activities (Aaron et al., 2002).Within the framework of a modern approach to education, it has emerged that not only mental development but also physical and psychological developments of teenagers should be provided in education and training activities. Students need physical education lessons to show maximal physical and psychological development. This is because physical education lessons provide an increase in academic success, strengthen social and cognitive abilities, increase the emotions of self-confidence and self-esteem, teach teenagers -brain integration and provide for the development of aerobic and anaerobic capacities which are necessary for health (Talbot, 2001).In some cases, physical (spatial) insufficiencies in terms of the applicability of physical education and sports lessons negatively affect the benefits which students are supposed to gain from physical education and sports, and force them to run another branch in addition to physical education and sports lesson. In this context, volleyball, which has almost no injury risks and which individuals in all age groups will have no difficulty in performing, could be a means for students to participate in sports. Ball games require a detailed skill, including physical, technical, mental and tactical aspects. Among these, the physical skills of the players significantly affect their game intelligence and the tactics of the team, because ball games require repeated maximum effort. That is why players should have physical skills to strengthen their aerobic and anaerobic capacities in order to undertake fast and hard movements, and to have long lasting offensive and defensive efficiency. These types of physical skills are of great importance when playing volleyball (Tsunawake et al., 2003). Volleyball is an interval sport consisting of short-term loading and resting phases. Volleyball also covers consecutive, aerobic and anaerobic loadings. Therefore, it may be thought to require high muscle strength and skill (Abreu et al., 2003). The European Test of Physical Fitness (EUROFIT) test battery first emerged in 1977 in the meetings of Directors of Sports Research Institutes, with the idea of measuring the physical fitness of school children in Europe and allowing the creation of a reference database. In the beginning, the primary aims of this project were as follows: -Constituting a test battery which would be widely applicable in Europe. -Helping the teachers to evaluate the physical fitness of the students. -Helping to measure the health-related compliance of society. -To be able to understand these aims better, under the organization of the Sports Development Committee, a series of European Research seminars were organized regarding physical fitness. The EUROFIT test battery, developed in these seminars, emerged in the form that is currently used. This study aims to determine the effects of volleyball training on the physical fitness of high school students over a period of time. 2.Method 2.1.Participants A total of 62 students (34 males, 28 females) from three different high schools participated in the study. The students were divided into two different groups; a sedentary group consisting of those who were not involved in any sporting activities except for physical education classes at school (n=31, 17 males, 14 females) and an athletics group consisting of those who played in the school volleyball team in addition to the physical education classes at school (n=31, 17 males, 14 females)