RELATIONSHIPS BETWEEN THE COMPONENTS OF PHYSICAL FITNESS AND ATHLETIC PERFORMANCE IN YOUTH POLE VAULTERS: A PROSPECTIVE STUDY IN A TUNISIAN SECONDARY SCHOOL SETTING
pdf

Keywords

Adolescents, Physical Fitness, Performance, pole vault

How to Cite

DERBELI, C. (2020). RELATIONSHIPS BETWEEN THE COMPONENTS OF PHYSICAL FITNESS AND ATHLETIC PERFORMANCE IN YOUTH POLE VAULTERS: A PROSPECTIVE STUDY IN A TUNISIAN SECONDARY SCHOOL SETTING. Journal of Physical Education & Health, 9(16), 48-55. https://doi.org/10.5281/zenodo.5196166

Abstract

This study examined relationships between the components of physical fitness and athletic performance in youth pole-vaulters in a secondary school setting. Twenty-five adolescents of both genders, between the ages of 15 and 18, participated in the study. This case study was grounded on qualitative and quantitative approaches of data analysis, measuring physical abilities self-assessment based on the questionnaire developed by Borg et al. [11] and measuring high-performance effect linking age and gender with the levels of the pole vault performance. The results indicate that, overall, the six dimensions of fitness (coordination, strength, flexibility, speed, endurance, and body self-image) are correlated with physical fitness (r varies between 0.29 and 0.65, p<0.05). The significance is very high in teenage boys for perceived strength and perceived endurance respectively (r=0.61, p <0.001 and r=0.65, p<0.001), whereas in teenage girls global physical fitness is highly correlated with endurance (r=0.63, p<0.001). Moreover, while endurance and flexibility have become a determinant of performance in the girl group in the perceived physical fitness category, strength and perceived speed are the most important components in the boy group. An effect of age was only considered for strength, endurance and perceived fitness. No effect of body self-image on pole vault performance was identified, with non-significant correlation in the two genders, girls and boys respectively (r=0.11, r=0.16). The significant role of physical fitness levels in determining motor exercise performance in adolescence may have further implications for gender roles and talent prospecting as well as potential physical condition benefits for exploring new sports.

https://doi.org/10.5281/zenodo.5196166
pdf

References

Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 1977; 84(2): 191–215.

Harter S. The Perceived competence scale for children. Child Development 1982; 53(1): 87–97.

Harter S. Manual for the Self-Perception Profile for Adolescents. Denver: University of Denver, 1988.

Martins P. C., de Lima L. R. A., Berria J., Petroski E. L., da Silva, M. A., Silva D. A. S. Association between phase angle and isolated and grouped physical fitness indicators in adolescents. Physiology & Behavior 2020; 112825.

Chng L., Lund J. Assessment for learning in physical education: the what, why and how. Journal of Physical Education Recreation & Dance 2018; 89(8): 29–34.

Barnett L. M., Morgan P. J., van Beurden E., Beard J. R. Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. International Journal of Behavioral Nutrition and Physical Activity 2008; (5): 40.

Bandura A. The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Therapy and Experimental Psychiatry 1982; 13(3): 195–199.

Derbali C., Matoussi F., Elloumi A. Interactive strategy optimizing the attraction of physical activities for teenagers according to gender. World Journal of Social Science 2019; 6(2): 34–40.

Derbali C., Matoussi F., Elloumi A. Curriculum method grounded on didactic engineering to expertise physical education program proposal. Journal of Education and Practice 2018; 9(31): 49–59.

Derbali C., Elloumi A., Matoussi F. Didactics of physical education: the case of motivational students profiles in pole vaulting performance. Creative Education 2015; 6(12): 1349–1359.

Borg G., Skinner J. S., Bar-Or O. Self-appraisal of physical performance capacity. Reports from the institute of applied psychology – University of Stockholm 1972.

Rowe D. A., Benson J. Baumgartner T. A. Development of the body self-image questionnaire. Measurement in Physical Education and Exercise Science 1999; 3(4): 223–247.

Packham A., Street B. The effects of physical education on student fitness, achievement, and behavior. Economics of Education Review 2019; 720: 1–18.

Derbali C., Matoussi F., Elloumi A. Perceived difficulties of sport exercises: typical assessment of specific physical abilities. Journal of Physical Education & Health 2019; 8(14): 11–17.

Fox K. R., Corbin C. B. The physical self perception profile: development and preliminary validation. Journal of Sports and Exercise Psychology 1989; 11: 408–430.

Ishihara T., Morita N., Nakajima T., Okita K., Yamatsu K. Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender. Physiology & Behavior 2018; 1941: 66–72.

Gentile A., Boca S., Giammusso I. ‘You play like a woman!’ Effects of gender stereotype threat on women's performance in physical and sport activities: A meta-analysis. Psychology of Sport and Exercise 2018; 95–103.

Rodríguez-Pérez M. A., Mateo-March M., Sánchez-Muñoz C., García-Artero E., Zabala M. Influence of fitness improvement on performance level in international elite young road-race motorcyclists. Science & Sports 2019; 34: e45–e5.

Aadland K. N., Moe V. F., Aadland E., Anderssen S. A., Ommundsen Y. Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children. Mental Health and Physical Activity 2017; 12: 10–18.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright (c) 2021 Array