Effect of Various Hill Running on Stride Frequency

Author(s) Name: Dr. K. Sekarbabu

Abstract

The main aim of the study was to find out the effect of various hill running namely uphill, downhill and combined uphill and downhill running training on stride frequency. To achieve the purpose of this study, sixty students were selected from Departments of Physical Education& sports Sciences, Annamalai University, Tamilnadu State, India. The selected subjects age ranged from 18 to 25 years. Further they divided in to four groups. The uphill training, downhill training and combined training modules selected as independent variable and stride frequency was selected as dependent variable. The hill training period was delimited to twelve weeks in which uphill training with 3°inclination, downhill training with 3°declination and combined uphill and downhill training were given to the all there experimental groups separately and control group did not participate in any special training programme. In this study random group design was used. The selection of subjects, allotment of groups as control and experimental groups were done randomly. Data were collected before and after training programme on stride frequency. The collected data were statistically treated by using ANCOVA, and 0.05 level was fixed as a test the significance. When the obtained ‘F’ ratio was significant, Scheffe’s post hoc test was used to find out the significant paired mean differences in all the cases, 0.05 level of confidence was fixed to test the significance,  the results indicates that the uphill running, downhill running and combined running programme significantly improved stride frequency as compared to control group. But it was found that no significant variation in stride frequency among all the three experimental groups.

 Keywords: Uphill Running, Downhill Running, Combined Running and stride frequency.

Please cite this article as: Dr. K. Sekarbabu. Effect of Various Hill Running on Stride Frequency. International Journal of Recent Research and Applied Studies, 2015, 2, 1(21), 97 – 100.


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