Effect of drop jump protocol on explosive power variables and numerical level of long jump female students | ||
| International Journal of Sports Science and Arts | ||
| Article 5, Volume 04, Issue 04, February 2019, Pages 104-113 PDF (224.2 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/eijssa.2019.87548 | ||
| Author | ||
| Faten Aboelsaud Emam | ||
| Faculty of physical education for girls, Helwan University | ||
| Abstract | ||
| Search aim: Aim of the research: Preparation of a proposed drop jump protocol exercises for long jump female students Evaluation of the impact of the drop jump protocol exercises on physical variables for long jump female students Curriculum used: The experimental approach used two groups control and experimental group with the pre and post measurement standard design. Research Sample and Characteristics: The subjects for this experiment from Faculty of Physical Education track & field 1st stage students, (n=25) divided to (10) students for experimental group, (10) students for control group and (5) students for the pilot sample 1- The most important results: There is non-Significant Difference between the pre and post measurements of control group on (30 m speed test, Starting long jump test, Sit and reach test, T Drill test, Leg strength test, Long jump numerical level) numerical level of long jump. The rate of change was between (6.32% - 11.90%). 2- There is Significant Difference between the pre and post measurements of experimental group on (30 m speed - T Drill test - Standing Stork Test - Leg strength test (Dynamometer) - Bench Press Test - numerical level of javelin throw in favor of the post measurements. There is Significant Difference between the control and experimental measurements of experimental group on (30 m speed test, Starting long jump test, Sit and reach test , T Drill test, Leg strength test, Long jump numerical level) for the favor of experimental group. | ||
| Keywords | ||
| drop jump protocol; explosive power; numerical level; long jump; female | ||
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