Improving basic physical abilities on university students

IMPROVING BASIC PHYSICAL ABILITIES

ON UNIVERSITY STUDENTS

Andreea VOINEA 1

Abstract
The development of physical qualities, it is a primary goal of physical education and
sport for all educational cycles. The purpose of this study was to find out if basic physical
abilities can be improved through physical education classes on university students. This
longitudinal study was conducted in the first semester of the university year 2018-2019 in the
sports halls of the Bucharest Academy of Economic Studies, on a sample of 71 female
students with ages between 18 and 21 years old. We assessed mobility, strength,
coordination, and endurance at the beginning and at the end of the first semester. After the
statistic and graphic interpretation, we could say that the students’ physical abilities were
improved.

Keywords: physical education, mobility, strength, coordination, endurance

JEL classification: I. Health, Education and Welfare, I.O. General

DOI: 10.24818/mrt.20.11.02.05

Introduction

University physical education classes should be seen not only as a way to

educate motor skills or a certain sporting technique but as a component of a process
of instruction and education of great complexity, with extensions in future
employee’s activity.
It is necessary to study the possibility of orientation in physical education and
sports curricula content area, providing the graduate a specific training for the
profession for which he/she is preparing.
The development of physical or motor qualities, it is a primary goal of physical
education and sport for all educational cycles. The method of operation is the
decision of the teacher, who must find the most effective and attractive means -
exercises adjusted at the age of the students.
”The motor capacity/motor skill is the totality of motoric possibilities natural
and acquired, which make possible to achieve a variety of efforts as structure and
dosage” 2. They consider that “physical abilities are a complex of motoric

1
Department of Physical Education and Sport, Bucharest University of Economic Studies
2
Dragnea A., Bota A, 1999, p. 41

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manifestations, conditioned by the development level of the motor skill, by the

morpho-functional index, mental processes and by the biochemical and metabolic
processes. All these summed up, correlated and mutually conditioned, will have as a
result the efficient performing of the actions required by the specific conditions in
which the motric skill will be performed” 3.
“The physical qualities are native in character, the level of initial
manifestation depends on the hereditary genetic background. Their subsequent
development, as well as the formation of motor skills, is achieved with the evolution
of growth and development process, they are influenced by specific activities, living
conditions, heredity, climate and geographical environment, training” 4
There are five basic physical qualities or abilities (BPA): strength,
endurance/resistance, speed, coordination and flexibility. “Research on the
requirements needed in hundreds’ of jobs has identified nine physical abilities
involved in the performance of physical tasks.
These are -dynamic strength, static strength, trunk strength, explosive
strength, extent flexibility, dynamic flexibility, body – coordination, balance and
stamina”. 5
Stănciulescu quoted Siclovan: “Speed and strength development is done by
methods which involve a predominantly ANAEROBIC effort and of endurance and
mobility, through methods that involve the manifestation of a predominantly
AEROBIC effort” 6.
“The development level of basic physical abilities is essential for obtaining
performance in physical education and sport and it contributes to the successful
performance in professional activity. We may consider that the development of
physical skills affects directly the activity and improvement of the main functions of
the body, the increase of effort capacity, the development of the spirit of observation,
imagination, inventive thinking, tenacity, perseverance and courage” 7.

Study Aim
The purpose of this study was to find out if students’ basic physical abilities
can be improved through physical education classes. ,,One of the main goals of
physical education is to help students learn the values and skills for a healthy life
style and to enhance their overall growth and harmonious development.” 8

Methods

3
Dragnea A., Bota A, 1999, p.44
4
Ceban I., 2016, p.73
5
iedunote.com
6
Stănciulescu R., 2016, p.60
7
Stănciulescu R., 2016, p.59
8
Pop, C., 2015, p.

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 Improving basic physical abilities on university students

The study was a longitudinal one and it was conducted in the first semester
of the university year 2018-2019, from October 2018 until January 2019, in the
sports halls of the Bucharest Academy of Economic Studies, on a sample of 71
female students with ages between 18 and 21 years old, mean age 19,06 ± 0,71.

Figure 1. - Percentage of age

1%
20, 24% 15, 21% 18
19
20
21
38, 54%

The initial assessment of mobility, strength, coordination and endurance was

conducted in October 2018. After that students attended compulsory physical
education and sports classes once a week. At the end of the first semester, the
physical abilities were tested again.
In order to assess flexibility, we used the toe touch test 9. The subject stands
erect, bare-footed and feet slightly apart. The subject then bends at the waist to lean
slowly forwards to attempt to touch the ground with their finger-tips, the hand flat
with the finger outstretched. Bouncing and jerking are not allowed. The examiner
holds a ruler on the ground, the zero mark at the ground level. The knees must be
kept straight. If the subject touches the ground with the palm, repeat the test with
closed legs. We noted:
1. If the fingertips are above 10 cm;
2. If the fingertips are between 1 and 10 cm;
3. If fingertips touch the ground with legs apart
4. If palms touch the ground with legs apart;
5. If fingertips touch the ground with closed legs;
6. If palms touch the ground with closed legs.
For strength assessment, the students were asked to perform extended leg
sits up, lateral lunges and incline push-ups. The maximum number of executions
required was 30. Only the executions correctly performed were noted.
For endurance assessment, the students were asked to perform 20 jumps up
burpees. Only the executions correctly performed were noted.

9
Soares de Araujo, C. G., 2004, p. 42

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Jump up burpee description: the subject begins in a standing position. She

moves into a squat position with hands on the ground. She kicks her feet back into
a plank position while keeping her arms extended. Immediately returns her feet into
a squat position. She jumps straight up as high as possible with the arms stretched
up at the end of the movement, before beginning the next burpee 10.
For coordination assessment, the students were asked to perform 10 jumping
jacks. Jumping jack is an exercise performed by jumping to a position with the legs
spread wide and the hands touching overhead, and then returning to a position with
the feet together and the arms extended at the sides at shoulders level.
At the end of the initial and final assessment of students, they were asked
how many times a week they practice physical exercises.

FINDINGS and DISCUSSIONS

Flexibility

Table 1. - Flexibility results

Statistics Initial Final
Min 0 – 6 students 0 – 2 students
Max 5 – 2 students 5 - 16 students
Mean 2.2 3.38
STDEV 1.29 2.04

Figure 2. – Flexibility means

4
3
2
1
0
flexibility

initial final

At the end of the first semester, we noticed an improvement of flexibility

means 3.39 compared to 2.20 at the first assessment. At the initial assessment, we
noted that 6 students had a 0 score and 2 students had a maximum score and at the
final assessment only 2 students had the minimum score and 16 students performed
the maximum score.

Figure 3. Percentage of flexibility results

10
en.wikipedia.org

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 Improving basic physical abilities on university students

4%
weaker 20%
results
better results

same results

76%

Flexibility final results revealed that 54 students had progressed, 14 students

had the same results and 3 of them had weaker results.
After the statistic and graphic interpretation, we could say that students’
flexibility was improved.

Strength

Table 2. Strength results

extended leg sits up lateral lunges incline push-ups
Statistics Initial Final Initial Final Initial Final
Min 1–2 2–3 0–8 0–4 0–2 0–1
students students students students students student
Max 30 – 10 30 – 14 30 - 2 30 – 12 24 – 2 30 – 13
students students students students students students
Mean 17.03 19.42 10.07 14.69 12.87 18.75
STDEV 8.19 8.18 8.27 10.27 7.07 8.52

Figure 4. Strength means

30
20
10
0
extended leg sit ups lateral lunges incline push-ups

initial final

At the end of the first semester, we noticed an improvement of strength

means – 19.42 compared to 17.03 (extended legs sit-ups), 14.69 compared to 10.07
(lateral lunges) and 18.75 compared to 12.87 (incline push-ups) at the first
assessment.

In the strength assessment we recorded that:

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• Initially, 2 students performed 1 extended leg sit-up and finally, 3

students performed only 3 sit-ups
• Initially, 10 students performed 30 extended leg sit-ups and finally, 14
students performed the maximum number required of sit-ups.
• Initially, 8 students couldn’t do any lateral lunges and finally, 4 of them
couldn’t do any lateral lunges;
• Initially, only 2 students did the maximum number of lateral lunges and
finally, 12 students did 30 lateral lunges.
• Initially, 2 students couldn’t do any incline push-ups and finally, 1
student couldn’t do any push-ups.
• Initially, only 2 students could do 24 incline push-ups and finally, 13
students could perform the maximum number of push-ups.

Figure 5. Percentage of extended leg sit ups results

16% 14%
weaker
results
better
results
same
results
70%

The final results for the extended leg sit-ups revealed that 50 students had
progressed, 11 students had the same results and 10 of them had weaker results after
a semester of physical education.

Figure 6. Percentage of lateral lunges results

weaker 18% 13%

results
better
results
same
results
69%

The final results for the lateral lunges revealed that 49 students had
progressed, 13 students had the same results and 9 of them had weaker results after
a semester of physical education.

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 Improving basic physical abilities on university students

Figure 7. Percentage of incline push ups results

6%
11%
weaker
results
better
results
same
results
83%

The final results for the push ups revealed that 59 students had a progress, 8
students had the same results and 4 of them had weaker results after a semester of
physical education.

After the statistic and graphic interpretation, we could affirm that the
students’ strength was improved.

Endurance

Table 3. Endurance results

Statistics Initial Final
Min 0 – 3 students 0 – 1 students
Max 20 – 2 students 20 - 6 students
Mean 8.65 11.54
STDEV 4.28 4.42

Figure 8. Endurance means

15

10

0
endurance
initial final

At the end of the first semester, we noticed an improvement of endurance

means - 11.54 compared to 8.65 at the first assessment. At the initial assessment, we
recorded that 3 students couldn’t perform even a burpee and 2 students performed

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the maximum number of burpees. At the final assessment, only 1 student couldn’t
perform even a burpee and 6 students performed the maximum number of burpees.

Figure 9. Percentage of endurance results

11% 16%
weaker
results
better
results
same
results
73%

The final results for endurance revealed that 62 students had progressed, 8
students had the same results and 11 of them had weaker results after a semester of
physical education.
After the statistic and graphic interpretation, we could affirm that the
students’ endurance was improved.

Coordination

Table 3. Coordination results

Statistics Initial Final
Min 0 – 11 students 0 – 3 students
Max 10 – 31 students 10 - 50 students
Mean 6.11 7.92
STDEV 4.19 3.52

Figure 10. Coordination means

10
8
6
4
2
0
Coordination

initial final

At the end of the first semester, we noticed an improvement of coordination

means – 7.92 compared to 6.11 at the first assessment. At the initial assessment, we

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noted that 11 students couldn’t do any jumping-jacks and 31 students did the
maximum number of jumping-jacks. At the final assessment, only 3 students
couldn’t perform any jumping-jacks and 50 students performed the maximum
number of jumping-jacks.

Figure 11. Percentage of coordination results

6%
Weaker
results
Better
46%
results
same 48%
results

The final results for coordination revealed that 34 students had progressed,
33 students had the same results and 4 of them had weaker results after a semester
of physical education.
After the statistic and graphic interpretation, we can say that students’
coordination has been improved.

Physical exercises

Table 4. Physical exercises results

Statistics Initial Final
Min 1– 62 students 1 – 58 students
Max 7 – 2 students 7- 2 students
Mean 1.39 1.49
STDEV 1.22 1.33

Figure 12. Physical exercises means

5
4
3
2 1.39 1.49
1
0
Physical exercises

initial final

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At the end of the first semester, we didn’t notice a significant improvement

of physical exercises practice mean – 1.49 compared to 1.39 at the first assessment.
This is an unsatisfactory result because the recommendation of the World Health
Organization is to exercise 3-4 times per week.
At the initial assessment we noted that 62 students did physical exercises
only during physical education classes and only 2 students did physical exercises
every day. At the final assessment, 58 students did physical exercises only during
physical education classes and the same 2 students did physical exercises every day.

Figure 13. Percentage of physical exercises results

3%
10%
Weaker
results
Better
results
Same
results
87%

The final results for practicing physical exercises revealed that only 7
students have started practicing more than once a week, 60 students had the same
results and 2 of them have given up exercising more than once a week.
After the statistic and graphic interpretation, we couldn’t say that the
students’ physical exercising has been improved. It is worrying that students practice
exercises only during compulsory physical education classes.

Conclusions
• Physical education classes and sports have a positive impact on
students’ physical abilities.
• After a semester of physical education classes, the physical condition
was improved.
• A good level of flexibility is important for preventing joint and muscle
injuries and it improves range of motion and joint function.
• An optimal level of strength increases muscle tone, which helps
maintain a correct body posture.
• A high endurance capacity provides a strong basis and stability for
overall health and it helps to cope with sustained efforts in everyday
life.
• Good coordination is important in order to perform smooth and efficient
movements.
• If the physical education classes were not compulsory more than 80
percent of students would not do regular physical exercises.

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• The lack of the young generation's interest in exercise is a major

problem both for physical and mental health.
• For a future employee, it is important to have an optimal development
level of physical abilities in order to perform work tasks.

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Edition 07.10.2016, pp. 73-76
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