APPROVED: Ma'j or''' Professor' Minor Professor
62
THE EFFECTS OF ROTATION AROUND TWO AXES OF THE BODY UPON STATIC BALANCE APPROVED: Ma'j or''' Professor' Minor Professor D^ector of "tKe Department/bf Health, Physical Education, and Recreation r , f <rZ^^h-iA— Dean of the "Graduate ScHool
Transcript of APPROVED: Ma'j or''' Professor' Minor Professor
THE EFFECTS OF ROTATION AROUND TWO AXES
OF THE BODY UPON STATIC BALANCE
APPROVED:
Ma' j or''' Professor'
Minor Professor
D^ector of "tKe Department/bf Health, Physical Education, and Recreation r
, f <rZ^^h-iA— Dean of the "Graduate ScHool
THE EFFECTS OP ROTATION AROUND TWO AXES
OF THE BODY UPON STATIC BALANCE
THESIS
Presented to the Graduate Council of the
North Texas State University in Partial
Fulfillment of the Requirements
For the Degree of
MASTER OF SCIEKCE
By
Sherry A. Gill, B. S,
Denton, Texas
Augustf 1967
TABLE. OF CONTENTS
Page
LIST OP TABLES iv
Chapter
I. INTRODUCTION . . . . . . . 1 Statement of the Problem Definition of Terras Purposes of the Study Limitations of the Study Sources of Data Survey of Previous Studies
II. PROCEDURES IN THE DEVELOPMENT OF THE STUDY . . 14
Preliminary Procedures Selection of Subjects Selection of Tests General Procedures in Test Administration Treatment of Data
III. FINDINGS 26
Discussion of Findings
IV. SUMHFTRY, CONCLUSIONS MID RECOMMEND AT IONS . . . 47
APPENDIX . 50
BIBLIOGRAPHY . , . . . . . . . . . . . . . . . 56
iii
LIST OF TABLES
Table
I.
II.
III.
IV.
v.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
Coefficients of Correlation Between Each Test Item (Stork Stand) . .
Page
, 27
Coefficients of Correlation Between Each Test Item (Headstand) 28
Coefficients of Correlation Between Each Test Item (On© Foot Balance) . . . . 29
Analysis of Variance of Pre-Tests with the Eyes Closed 30
Analysis of Variance of Pre-Tests with the Eyes Opened 31
Analysis of Variance of Post-Tests After Five Forward Rolls with the Eyes Closed . . . . . . . .
Analysis of Variance of Post-Tests After Five Forward Rolls with the Eyes Opened . . . . . . . . . . . . . . .
Analysis of Variance of Post-Tests After Five Log Rolls with the Eyes Closed .
Analysis of Variance of Post-Tests After Five Log Rolls with the Eyes Opened .
Differences Between Means for the Stork Stand and the Headstand . . . . . . .
Differences Between Means for the One Foot Balance and the Headstand . .
Differences Between Means of the Scores for the Stork Stand with the Byes Closed . . ,
Differences Between Means of the Scores for the Stork Stand with the Eyes Opened . . . . . . . . . . . . . . .
31
32
33
33
34
35
36
37
iv
Table
XIV.
XV.
XVI.
XVII.
XVIII.
XIX.
XX.
XXI.
XXII.
XXIII.
Page
Differences Between Means of the Scores for the Headstand with the Eyes Closed . . . 38
Differences Between Means of the Scores for the Headstand with the Eyes Opened . 39
Differences Between Means of the Scores for the One Foot Balance with the Eyes Closed 40
Differences Between Means of the Scores for the One Foot Balance with the Eyes Opened . . . . . . . . . . . . . . . 41
Differences Between Means for the Stork Stand with the Eyes Opened and Closed . . 42
Differences Between Means for the Head-stand with the Eyes Opened and Closed . . 42
Differences Between Means for the One Foot Balance with the Eyes Opened and Closed 43
Raw Scores for Stork Stand . 50
Raw Scores for Headstand 52
Raw Scores for One Foot Balance
CHAPTER I
INTRODUCTION
surge of interest in physical fitness occurred during
and following World War II. This could be attributed to the
large number of youth who were rejected by draft boards be-
cause of a lack of physical development. Many of the young
men accepted needed additional physical conditioning, The
results of the Kraun ~~veber test revealed that American chil-
dren when compared with European children ranked lower in
physical fitness and further pointed to the need for upgrading
our programs with particular emphasis on the physically under-
developed {3).
It is recognized that physical educators have a respon-
sibility to the youth of America. Students spend many of their
leisure hours in inactivity. Physical education programs need
to be improved in order to provide for the necessary physical
development„
Tumbling has been identified as an activity which ful-
fills the fitness objective. Participation in tumbling not
only aids .in developing strength and power, but also provides
valuable experience in developing agility, flexibility, coor-
dination , rhythm, balance,, and kinesthetic awareness. Tumbling
should be included In the physical education curriculum for
a number of reasons. Tumbling can be taught to all age
levels at any time of the year,, either indoors or outdoors.
It can be taught to a large class with a minimal amount of
equipment and/or expense. Material from the tumbling class
can easily he used in demonstrations, -which are very important
to good public relations.
The importance of good balance cannot be over-emphasized .
It is of particular importance in the area of tumbling be-
cause of the safety factor as well as the nature of the skill,
It is generally agreed that a sense of balance can he
attributed to the following elements;
1. The function of the organs located in the inner ear.
Very often if the head is involved in quick movements or
rotary movements, dizziness will occur.
2. The function of the eyes, which provides a visual
concept of the body position in relationship to external
objects. Rotary movements very often cause vision to blur.
3. The function of the kinesthetic receptors, which are
nerve receptors located in the muscles, tendons, and joints.
It is through these receptors that the body receives im-
pressions of body position. The probable way of determining
the function of the kinesthetic receptors is by blindfolding
the subject.
Other factors which might be involved In the ability to
balance are width of the supporting base, the center of
gravity, the distribution of weight over the base, and the
gripping of the toe&.
There is a need for experimental studies in the area of
balance- ftach studies could influence the role of balance
in various tumbling activities and effect alterations in
high school and college curricula. This investigation will
attempt to determine hew* static balance is affected by rotat-
ing around the horizontal axis and the vertical axis« it will
attempt, further, to determine whether a difference exists
in rotating around the horizontal and the vertical axe??? bow
rotating around the horizontal and the vertical axes with
the eyes opened arid with the eyes closed affects balance?
and if there are differences between upright and inverted
balance.
It appears that the importance of balance has been ig-
nored too long. It is hoped that conclusions drawn in this
study will provide additional information of value for those
persons interested in developing gymnastics and tumbling ac-
tivities including the element of balance.
f-'tateraant of the Problem
The problem of this study was to investigate the effect
of the rotation around two axes of the body upon static
balance as measured by the stork stand, the headstand, and
the one foot balance.
Definition of Terns
The following terms and definitions were used in the
study;
1. Static balance —naintaining a position upon a
Motionless base. For this investigation static balance was
measured by the stork stand, the headstand and the one foot
balance.
2. Vertical axis-"-the axis which is perpendicular to
the ground. If there were an imaginary line, it would fall
through the center of the body from head to feet. In order
to revolve around the vertical axis f in this study, the sub-
ject performed five log rolls.
3. Horizontal axis-"-the axis which passes through the
body from side to side. In order to revolve around the
horizontal axis, in this study, the subject performed five
forward rolls»
4* Log roll--from a. prone position turn so that the
side of the body contacts the mat. Continue to turn so that
the back contacts the maty then the opposite side and return
to a face down position.
5. Forward roll--from a standing position, bend forward
at the waist and reach for the Fiat with the hands a shoulder
•width apart. The arris actually lower the body to the mat.
The chin is placed on the chest and the legs give a push.
The back of the head contacts the mat, then the back of the
shoulders. As the shoulders contact the mat. the bands are
taken off the mat and grasp the shins to pull the body and
legs into a tight tuck position.
Purposes of the Study
The study was undertaken for the following purposes:
1. To determine the effect of rotating the body around
a vertical axi£? upon the stork stand, the headstand- and the
one foot balance, with the eyes opened and with the eyes
closed.
2. To determine the effect of rotating the body around
a horizontal axis upon the stork stand, the headstand, and
the one foot balance with the eyes opened and with the eyes
closed.
3. To determine differences between the effect of rotat-
ing the body around the vertical axis and the horizontal axis.
4. To determine differences between the effect of keep-
ing the eyes opened and the effect of keeping the eyes closed
among the stork stand, the headstand, and the one foot
balance,
5. To determine differences between balancing in an in -
verted position as related to balancing in an upright position.
Limitations of the Study
The study was limited to fifty-nine women enrolled in
tumbling classes at North Texas State University during the
spring semester, 1967.
Sources of Data
Fifty-nine women enrolled in tumbling classes as partial
fulfillment of four semesters of required physical education
at North Texas State University were the human sources of
data for the study.
Survey of Previous Studies
The literature reviewed was chosen primarily because of
its relationship to the investigation,
Cratty and Hutton (4) attempted to determine whether a
configural aftereffect is produced by a gross action pattern
involving blindfolded locomotor activity. Sixty male sub-
jects guided themselves through curved pathways, thirty
through right turning arcs and thirty through left turning
arcs. After satiation subjects walked through the straight
pathway and experienced a feeling of curvature to the opposite
direction. There was no significant difference between
aftereffects of the two groups. It was concluded thit
figural aftereffects are produced by gross action patterns
involving nonvisual locomotor activity.
A similar study by Cratty (3) determined whether the
duration of the inspection task involving a gross action
pattern without vision influenced the duration of the re-
ported aftereffects. Another purpose was to determine
whether the goal-gradient effect found when using manual tasks
was present following a task involving gross bodily movement.
The goal-gradient effect found that subjects who moved their
fingers over an inspection block had more pronounced after-
effects than those who just held the inspection block.
One hundred and twenty male subjects were human sources
of data for Cratty's extension study: forty subjects walked
eight times through curved half-circle pathways? forty,
through the curved half-circle twelve times? and forty
traveled through sixteen times. Pigural aftereffects were
greater for subjects walking through the curve half-circle
twelve tiroes? this could have been the result of an optimum
attention level.
Earlier two groups of thirty subjects each were used by
Cratty (2) in comparing the learning of a fine motor task
and a similar gross motor task using kinesthetic cues. One
group practiced twelve times traveling blindfolded through a
large maze; the other group through a smaller maze, twelve
times and blindfolded. Then subjects changed mazes and took
twelve trials. Subjects were timed during eorr. trial and
there was no significant correlation between, the two tasks.
8
Subjects' comments and movements were recorded and learning
seemed to be similar in both tasks.
Hutton (8) investigated the existence and magnitude of
kinesthetic aftereffects produced by walking on a gradient.
By studying three experimental groups walking a 10® incline
for one, one and one-half, or two minutes, respectively, it
was concluded that kinesthetic aftereffects can be produced
with varying degrees of magnitude by satiation to a walking
task on a gradient.
It is generally agreed that kinesthetics is part of
innate qualities contributing to motor educability and motor
skills. In her study of kinesthesia in relation to selected
movements commonly used in gymnastics and sports activities,
Young (12) had two problems evolve? the problem of devising
tests to measure kinesthesia and the problem of the relation-
ship of kinesthesia to general ability. Scores of arm and
leg positioning, of hitting targets and reproducing standard
pressures on a hand dynamometer were used in Young's study.
Due to the limitations of available criteria for measuring
kinesthesia the study failed to achieve desired results.
Phillips and Summers (10) studied the relation of
kinesthetic perception to motor learning. One hundred and
fifteen college women were classified as slow or fast learners
on the basis of improvement shown during twenty-four class
periods of bowling. Twelve positional measures of
9
kinesthesia were tested. Results were that there is a
relationship between motor learning and positional measures
of kinesthesia; that the kinesthetic sense is more important
in early stages of learning a motor skill than in the later
stages? and that there are real differences between the
preferred and non-preferred arras in kinesthetic perceptivity.
A spring-loaded lever was used by Henry (6) for a study
of kinesthetic adjustments and accuracy. The subject was to
hold the lever in such a way to keep it from moving while
the spring continued to change pressure. The subject was
blindfolded. Other tests involved moving the arm and body
backward and forward in order to maintain constant pressure
and reporting a change in the pressure of the lever. It was
concluded that a reasonably close correspondence between the
average perception of pressure change and ability to respond
by maintaining a constant pressure existed.
Fleishman and Rich {5) validated the hypothesis that
when an individual is learning a new perceptual-motor task
the eyes are moat important in controlling the movement.
Then as the individual practices the kinesthetic cues are
more prevalent. Subjects were undergraduate males from Yale
University. A Two-Handed Coordination apparatus was used
for practice r then subjects were given a test of spatial
orientation and of kinesthetic sensitivity. Conclusion was
in keeping with the hypothesis described.
10
In an investigation more related to the present study
Armand £1) was concerned with methods which aid in balance
recovery after disorientation due to rotary movement. Subjects
were rotated thirty times at one revolution per second. Then
before being measured by the Bass Dynamic Balance tests the
subject was given an interval of recovery while lying supine
with eyes closed, while standing with knees a quarter flexed,
the hands on the knees and the eyes fixed on a reference
point, and while assuming any position the subject desired.
The conclusion was that none of the positions aid in regain-
ing equilibrium after visual and inner ear disturbances.
Subjects for a study by Tilman (11) included an innately
skilled gymnast, a skilled gymnast whose skill seemed to be
the result of intensive training, and an individual with
little experience in gymnastics or rotation. Each subject
was rotated ten times in twenty seconds and was to indicate
by pressing a switch when he felt he had returned to the
original position after each rotation. Every effort was
raa.de to disrupt the function of the semi-circular canal, but
the experienced gymnasts had no trouble in orientation while
the unskilled subject was constantly confused. It was con-
cluded that orientation during rotation resulted primarily
from practice rather than semicircular canal stimulation.
This chapter presents an introduction to the study. It
includes (1) a statement of the problem, (2) definition of
11
terms, (3) purposes of the study, (4) limitations of the
study, (5) sources of data, and (6) a survey of previous
studies.
CHAPTER BIBLIOGRAPHY
1. Armand, Donald, "Equilibrium Recovery After Rotarv Motor Movement," unpublished master's thesis, Department of Physical Education, University of California, Los Angeles, California, 1960.
2. Cratty, Bryant J., "Comparison of Learning a Fine Motor Task with Learning a Similar Gross Motor Task, Using Kinesthetic Cues," Research Quarterly, XXXIII (May, 1962), 212-221. ~ "
3. Cratty, Bryant J., "Figural After-effects Resulting from Gross Action Patterns: the Amount of Exposure to the Inspection Task and the Duration of the After-effects, " Research Quarterly, XXXVI (October, 1965), 237-242.
4. Cratty, Bryant J. and Robert S. Button, "Figural After-effects Resulting from Gross Activity Patterns," Research Quarterly, XXXV (May, 1964)*, 116-125.
5. Fleishman, Edwin \. and Simon Rich, "Role of Kinesthetic and Spp.tial-Visual Abilities in Perceptual -Motor Learning," Journal of Experimental Psychology, I.XVI (July, i963) , Y--Il." " ~
6. Henry, Franklin M. , Dynamic Kinesthetic Perception and Adjustment,Research Quarterly, XXIV (May, 1953) , 176-187.
7. Hughes, Eric, Gymnastics for Girls, New York, The Ronald Press Company, 1963.
8. Hutton, Robert S., "Kinesthetic After-effect Produced by Walking on a Gradient," Research Quarterly, XXXVII (October, 1966) , 368- 374.
9. Kraus, Hans and Ruth P. Hischland, "Minimum Muscular Fitness Test in School Children,'' Research Quarterly, XXV, Ho. 2 (May, 1954), 178-188.
10. Phillips, Marjorie and Dean Summers, "Relation of Kinesthetic Perception to Motor Learning,Research Quarterly, XXV (December, 1954), 456-469. *
12
13
11. Tillman, Thomas H. f r'A Preliminary Study of the Measure-
ment of Human Orientation Ability During Rotation/5
unpublished master's thesis, Department of Physical Education, Michigan State University, East Lansing, Michigan, 1964.
12. Young, Olive, "A Study of Kinesthesia in "Relation to Selected Movements," Research Quarterly, XVI (December, 1945) , 277:r2"5Tr~ ~ ~
CHAPTER II
PROCEDURES IN THE DEVELOPMENT
OF THE STUDY
The problem of this study was to investigate through
experimentation the effect of rotation around two axes of
the body upon static balance as measured by the stork stand,
the headstand, and the one foot balance.
Preliminary Procedures
As a preliminary procedure, literature in the areas of
balance and kinesthetic and figural aftereffects was
thoroughly surveyed. Previous studies related to the present
study were then reviewed.
Selection of Subjects
The subjects in the study were sixty-five women regis-
tered for Physical Education 106 at North Texas State
University during the spring semester, 1967, Tumbling was
an available elective course in the required program. Some
of the subjects chose the course voluntarily? schedule con-
flicts and the closing of other courses may have forced
additional subjects to register for the course. Six of the
subjects withdrew from the class because of illness and
14
15
physical injuries. Hone of the withdrawals, however, were in
any way attributed to the study being conducted.
Selection of Tests
The selection of tests for this study was governed by
the objectives of the study, review of literature, and avail-
ability of facilities and equipment. The criteria used for
selection of the tests were validity, reliability, objec-
tivity, and ease of administration.
The stork stand (2, p. 122)r headstand (3, p. 68), and
one foot balance (1, p. 38), were selected and administered
to measure the ability to balance.
General Procedures in Test Administration
The facilities and equipment were prepared for testing
prior to the beginning of the class period. Mats were put
in place and zipped together. Stop watches, which measured
to the tenth of a second, were checked and given to timers
along with blindfolds. Printed score sheets and pencils
were available to the scorer.
A group of officials composed of staff members of the
physical education department, graduate assistants and physi-
cal education majors was selected to administer the tests.
Test administration procedures were carefully explained to
them prior to the actual testing period so that they might
have full command of the procedures they were to direct.
16
The subjects were dressed in leotards and were bare-
footed. The subjects were assigned, to a group and to a
timer, A list of subjects, in order of groups,, timer assign-
ments, and number of stop watches were kept by the official
scorer. Timers administered the test to the same group and
at the same station each period.
All subjects were given complete instructions and
demonstrations concerning the proper execution of each test
by the investigator prior to testing. No practice periods
were allowed. As each subject completed one item of the
test battery, the timer called out her score. She then pro-
ceeded to the official scorer and reported her time to the
nearest tenth of a second. The data were recorded and score
sheets were collected at the end of each period.
The following schedule was used in administering tests?
Day I
1. Stork stand with eyes closed,
2. Stork stand with eyes opened.
Day II
3. Forward rolls to stork stand with eyes closed.
4. Forward rolls to stork stand with eyes opened.
Day III
5. Log rolls to stork stand with eyes closed.
6. Log rolls to stork stand with eyes opened.
17
Day IV
7. Headstand with eyes closed.
8. Headstand with eyes opened.
Day V
9. Forward rolls to headstand with eyes closed.
10. Forward rolls to headstand with eyes opened.
Day ¥1
11. Log rolls to headstand with eyes closed,
12. Log rolls to headstand with eyes opened.
Day ¥11
13. One foot balance with eyes closed.
14. One foot balance with eyes opened.
Day VIII
15. Forward rolls to one foot balance with eyes closed,
16. Forward rolls to one foot balance with eyes opened.
Day IX
17. Log rolls to one foot balance with eyes closed.
18. Log rolls to one foot balance with ©yes opened.
Description of the Tests
Procedures for the administration of the stork stand
required the subject to stand on the left foot and place the
bottom of the right foot against the inside of the left knee,
Hands were to be kept on the hips. Subjects were to hold
the position as long as possible without losing balance,
18
taking the hands from the hips, moving the right foot from
the left knee, or moving the left foot from the beginning
position (2, p. 222). In the pre-test for the stork stand,
subjects were timed to the nearest tenth of a second holding
the position as long as possible with their eyes closed by a
blindfold and then with their eyes opened. The subject was
instructed to take the stork stand position. The timer
began the watch when the subject indicated her readiness with,
the word Go. Time ended when subject failed to hold the
position as it is described above.
There were four tests included in the post-test for the
stork stand. In the first test the subject rotated around
the horizontal axis by performing five forward rolls down a
tumbling mat while blindfolded.
In a pilot study three rotations around the horizontal
axis and three .rotations around the vertical axis were
selected to determine the effect of rotating around the two
axea of the body upon balance. It was found that subjects
participating in the pilot study did not show enough effects
after three rotations. Therefore, it was felt that five
rotations would be more effective in causing disorientation
for all the post-tests.
In order to keep the subject on the mat while perform-
ing five forward rolls, assistants stood on either side of
the subject and followed hor dovn the mat. If the subject
19
rolled to one side, the assistant on that side tapped her to
indicate that she should turn slightly to the other side in
order to recover the correct direction. The timer counted
aloud in order to keep the subject at a constant pace and in
order to keep track of the number of rolls.
After completing the five rolls, the assistants helped,
the subject to the side of the mat. Timers again counted to
five. Subject was to be released and in a stork stand by the
fifth count. The balance was timed to the nearest tenth of
a second.
The second post-test for the stork stand required the
subject to perform five forward rolls down a tumbling mat
with the eyes opened. Again, assistants followed the sub-
ject down the mat while the timer counted aloud. At the
end of five forward rolls the assistants helped the subject
to the side of the mat while timers counted to five. The
subject was to be released and in a stork stand by the fifth
count. The static balance was timed to the nearest tenth
of a second.
The third post-test for the stork stand required the
subject to rotate around the vertical axis while blindfolded.
The subject began in a prone position, then performed five
log rolls down a tumbling mat. In order to keep the subject
on the mat, two assistants stood on either side of the sub-
ject and followed her down the mat. If the subject rolled to
20
one side,, the assistant on that side tapped her to indicate
that she should turn slightly to the other side in order to
recover the correct direction. The timer counted aloud in
order to keep the subject at a constant pace and in order to
keep track of the number of rolls. The assistants then helped
the subject to the side of the mat. The subject was to be in
a stork stand position by the fifth count of the timer. The
static balance was timed to the nearest tenth of a second.
Five log rolls with the eyes opened was the fourth post-
test for the stork stand, Again, assistants followed the
subject down, the mat while the timer counted aloud. At the
end of five log rolls the assistants helped the subject to
the side of the mat while timers counted to five. Th© sub-
ject was to be released and in a stork stand by the fifth
count. The static balance was timed, to the nearest tenth of
a second.
The headstand was selected because it is one of the
easier inverted balances- The subjects were to support the
body with the hands and the head, with the feet above the
head. Subjects were to hold the position as long as possible
without losing balance, changing the position of the hands
or head, or without touching the feet to the floor (3, p. 68).
In the first pre-test for the headstand, subjects were timed
to the nearest tenth of a second with their eyes closed.
The subject was instructed to take the headstand position.
21
The timer began the stop watch when the subject indicated
her readiness with the word ' Go.'' Time ended when the sub-
ject failed to hold the position as it is described above.
The second pre-test for the headstand was the same test with
the eyes opened.
There were four tests included in the post-test for the
headstands five forward rolls with the eyes closed, five
forward rolls with the eyes opened, five log rolls with the
eyes closed, and five log rolls with the eyes opened. In
each test, assistants followed the subject down a tumbling
mat to guide the direction of the rolls. The timer counted
aloud in order to keep the subject at a constant pace and in
order to keep track of the number of rolls. The subject was
then helped by the assistants to a headstand position. The
subject was to be released and balanced by the time the timer
had counted five. The headstand was timed to the nearest
tenth of a second.
The Bass test item for measuring static balance (1, p. 38),
in which the subject stands crosswise on the ball of the
foot on a stick one Inch by one inch by one foot, was used
in a pilot study. In a pilot study it was found that subjects
participating took too much time getting into position on the
stick after completing the rotations, especially with the
blindfold in place. It was also felt that if subjects were
hurried, the possibility of injury was greater. The stick
22
used in the Bass Static Balance test was not used for these
reasons, and the one foot balance was designed from sug-
gestions by Bass (1).
Regulations for the administration of the one foot
balance required the subject to balance on the ball of the
preferred foot and hold the other foot off the floor. The
hands could be held in any position. Subjects were to hold
the position as long as possible without losing balance,
touching hands to the floor, touching the heel of the balanc-
ing foot to the floor, moving the balancing foot from the
beginning position or touching the other foot to the floor
(1, p. 38).
In the first pre~teat for the headstand subjects were
timed to the nearest tenth of a second with their eyes closed.
The subject was instructed to take the one foot balance
position. The timer began the stop watch when the subject
indicated her readiness with the word "Go." Time ended when
the subject failed to hold the position as it is described
above. The second pre-test for the one foot balance was ad-
ministered in the same manner, but with the eyes opened.
Four tests were included in the post-test for the one
foot balance: five forward rolls with the eyes closed, five
forward rolls with the eyes opened, five log rolls with the
eyes closed and five log rolls with the eyes opened. Assis-
tants followed the subject down the mat to guide the direction
23
of the rolls In each test. The timer counted aloud in order
to keep the subject at a constant pace and in order to keep
track of the number of rolls. The subject was then helped
by the assistants to a one foot balance position. The sub-
ject was to be released and balanced by the time the timer
had counted five. The one foot balance was timed to the
nearest tenth of a second for each test.
Treatment of Data
The battery of tests was administered to the fifty-nine
subjects. The tests were selected to determine the effects
of rotating around the horizontal axis and the vertical axis
of the body upon static balance. Data ware recorded for the
fifty-nine subjects who completed all the tests. The test
scores were recorded in terms of raw scores.
Data were analyzed statistically through the use of the
means, standard deviation, and t-test (4, pp. 101-102).
Through the use of the t-testf a comparison was made between
the first set of scores and the second set of scores in order
to determine whether or not a difference between them occurred
at the 5 per cent level of confidence. Through the use of
the t-test a comparison was made between scores of the
horizontal and of the vertical axes in order to determine
whether or not a difference occurred. Through the use of
the t-test, a comparison was made between scores with eyes
opened and scores with eyes closed in order to determine
24
whether or not a difference between them occurred for each
test item. Through the use of the t-test, a comparison was
made between scores of inverted balance and of upright balance
in order to determine whether or not a difference occurred.
Relationships between balance tests were calculated by
means of the Pearson Product-Moment zero order method of
correlation.
This chapter presented the procedures followed in this
study. It included (1) selection of subjects, (2) selection
of tests, (3) general procedures in test administration, (4)
description of tests, and {5) treatment of data.
CHAPTER BIBLIOGRAPHY
1. Bass, Ruth, "An Analysis of -the Components of Test of Semicircular Canal Functions and of Static and Dynamic Balance/® Research Quarterly, X (1339), 33-52.
2. Brace, David K., Measuring Motor Ability, Hew York, A. S. Barnes an<T Company,, 19777
3. Rome, Virginia L. , Stunts and Tumbling for Girls, 'lew York,- A. S, Barnes and Company^ T5T3." *"
4. McNemar, Quinn, Psychological Statistics, 3rd ed., Hew York, J, wileyT X3T2. "
25
CHAPTER III
FINDINGS
ihis chapter presents an analysis and interpretation of
the findings of the study. Tests were administered to fifty-
nine subjects registered for Physical Education 106 at North
Texas State University during the spring semester, 1967.
These tests were chosen to determine the effects of rotating
around two axes of the body upon balance.
Table I reveals the relationship between scores of the
stork stand pre tests and post-tests administered during this
study. This relationship between scores is expressed by the
Pearson Product-Moment coefficient of correlation (2, pp. 175-
176). The scores for the stork stand following the five for-
ward rolls with the eyes opened and scores for the stork stand
following the five log rolls with the eyes opened yielded a
coefficient of correlation of 0.53, which denotes a marked re-
lationship. The coefficients of correlation between the stork
stand with eyes closed and the stork stand following the five
log rolls with the eyes closed) between the stork stand with
the eyes opened and the stork stand following the five forward
rolls with the eyes opened; between the stork stand with the
eyes opened and the stork stand following the five log rolls
with the eyes opened; between the stork stand following the five
26
27
forward rolls with the eyes closed and the stork stand follow-
ing the five forward rolls with the ©yes opened? and between
the stork stand following five forward rolls with the eyes
opened arid the stork stand following five log rolls with the
eyes closed ranged from .03 to 0.42.
TABLE I
COEFFICIENTS OF CORRELATION BETWEEN BACH TEST ITEM (STORK STAND)
£ r.s:r
& «p H
Stork Stand (eyes closed.)
Stork Stand (eyes opened)
5 Forward Bolls {eyas closed)
5 Forward! Rolls (eyes opened)
5 Log HoiIs (eyes closed)
»13 <D a # a
^ o (3 $ cH 4* 0) c/; >i M u o 4i vx
Q
. 1 1
n m m rH #3 r4 O 0 Hi m o •tJ CD M O <C >i
£
.09
m m $
s p£ £ 0 c, 0
»d » k 0) £ O 1*4 w
0 fc
in
04
.42
,24
# cc o
Hi m v
l§ t; • -o M in
<P m
.34
.12
* 02
• 23
ra © a t &
u) O r**i fH H) Q CP & IN ai |j'w
o M m
,03
.29
.03
.53
,04
Table II reveals relationships between the scores of the
headstand pre teats and post-tests administered during this
study.
TABLE II
COEFFICIENTS OF CORRELATION BETWEEN EACH TEST ITEM (HEADSTAND)
28
e © 4J H
f L £ ' 0
a 0
S3 m
m us m di
fli : far**
m r d iH 0 h m 0 0 t ' H
0 <ts u m it! w P U & 0 w
u m
rH m r4 & 0 §1 m a
0
u w flj 0) S >s u © p
j 5 Log Soils
|
[ (eyes closed)
j
»c € IQ ©
tt Pi r*f 0 rH 0 w (x ® >*
1
m
Headstand (eyes closed) .81 .49 .45 .42 .52
Headstand (eyes opened) . 4 9 .50 .31 .47
5 Forward Polls (eyes closed) . 66 .45 .68
5 Forward Rolls (eyes opened) .31 .80
5 Log Rolls (eyes closed) .04
The coefficient of correlation between the scores of the
headstand with the eyes closed and the headstand with the eyes
opened was 0.81 and the coefficient of correlation between the
scores of the headstand following the five forward rolls with
the eyes opened and the headstand following the five log rolls
with the eyes opened was 0.80 r thus denoting relatively high
relationships. Other correlations ranged from 0.66 to 0.68,
29
denoting slightly marked relationships and 0.04 to 0.52 which
denotes low relationships.
Table III reveals relationships between the scores of
the one foot balance pre-tests and post-tests administered
during this study. The coefficients of correlation .ranged
from 0.00 to 0.41, denoting indifferent relationships.
TABLE III
COEFFICIENTS OP CQRPJ1LATXQM BETWEEN EACH TEST ITEM (ONE FOOT BALANCE)
& S) 4J H
One Foot Balance^ {©yes closed)
One Foot Balance {eyes opened.)
5 Forward Rolls {eyes closed)
5 Forward Rolls {eyes opened)
5 Log Rolls {eyes closed)
o pd u m « £ stt m
Q; Q m m
m «M €) 0 D
'
O £ O
>' $
.19
*o m <d r4 m H- o Q m o *o » u a) m
o
m
m
09
,18
to $ M- £ h <y 0 a & o U to m o «d >, ^ 0 W w 0 fe
tr?
,02
41
08
fd
O t-i
ft 0 iH •H © C €) PS
0
LI
o
.04
* 02
* 15
• 20
0 C 0 a
m o rH m 0 €1
m r to
,08
34
,05
.03
.00
30
Table IV presents the summary of the pre-tests for the
stork stand, the headstand, and the one foot balance (with
the eyes closed). To determine whether or not the difference
in scores between the three groups was statistically signifi-
cant, the analysis of variance as described by Garrett (1,
pp. 169-178} was selected. In this study,, the level of con-
fidence was arbitrarily set at .05. An F = 3.05 is required
for significance at the .05 level of confidence. The variance
analysis yielded an P value of 39.79, which was statistically
significant. Therefore r further analysis of differences was
indicated for the pre-tests with the eyes closed.
TABLE IV
ANALYSIS OF VARIANCE OP PRE-TESTS WITH THE EYES CLOSED
Source of Sum of Variance F Variance df Squares Estimate
Between 2 52887.02 26443.51 39.79
Within 174 115646.11 664.63
Total 176 168533.13 m « *
Table TV presents the summary of the pre -tests with the
eyes opened for the stork stand, the headstand, and the one
foot balance. An F = 3.05 is required for significance
31
at the ,05 level of confidence. The variance analysis yielded
an F value of 21.14, which was statistically significant.
Therefore, further analysis of differences was indicated for
the pre-tests with the eyes opened.
TABLE V
ANALYSIS OF VARIANCE OF PRE-TESTS WITH THE EYES OPENED
Source of Variance df
Sum of Squares
Variance Estimate P
Between 2 1471272.41 735636.05 21.14
Within 174 6056262.10 34806.10
Total 176 7527534.20 • • •
Table VI presents the summary table of the post-tests
after rotating around the horizontal axis with the eyes closed
for the stork stand, the headstand, and the one foot balance.
Therefore, further analysis of differences was indicated for
the post-tests around the horizontal axis with the eyes closed,
TABLE VI
ANALYSIS OF VARIANCE OF POST-TESTS AFTER FIVE FORWARD ROLLS WITH THE EYES CLOSED
Source of Variance df
Sum of Squares
Variance Estimate F
Between 2 43142.41 21571.20 41.04
Within 174 91455.55 525.61
Total 176 134597.95 # * • • • • •
32
Table VII presents the summary table of the post-tests
rotating around tho nor j.zontal axis with the <2y©ss opened for
the suork stand, the headsfcand, and the one foot balance*
The P value obtained was 13.33, which was statistically sig-
nificant. Therefore j, further analysis of differences was
indicated for the post-tests around the horizontal axis with
the eyes opened,
TABLE VII
ANALYSIS OF VARIANCE OP POST-TESTS AFTER FIVE FORWARD ROLLS WITH THE EYES OPENED
Source of Variance df
Sum of Squares
Variance Estimate F
Between 2 1625212.40 8 1 2 6 0 6 . 2 0 13.32
Within 174 1 0 6 0 9 3 8 5 . 0 0 6 0 9 7 3 . 4 8
Total 176 12234597.40 ; * • » « • » # *
Table VIII presents the summary table of the post-tests
rotat-ing around the vertical axis with the eyes closed for
tlia stork stand, the headstand, and the one foot balances.
The variance analysis yielded an F value of 65.65, which was
statistically significant. Therefore, further analysis of
difference was indicated for the post-tests around the ver-
tical axis with the eyes closed.
TABLE VIII
ANALYSIS OF VARIANCE OP POST-TESTS AFTER FIVE LOG ROLLS WITH THE EYES CLOSED
33
Source of Variance df
Sum of Squares
Variance Estimate F
Between 2 65482.61 32741.31 65.65
Within 174 86781.20 498.74
Total 176 152263.81 • • « « • • #
Table IX presents the summary table of the post-tests
rotating around the vertical axis with the eyes opened for
the stork stand, the headstand, and the one foot balance. An
F value of 10,74 was obtained and was statistically signifi-
cant. Therefore, further analysis of differences was indicated
for the post-tests around the vertical axis with the eyes
opened.
TABLE IX
ANALYSIS OF VARIANCE OF POST-TESTS AFTER FIVE LOG ROLLS WITH THE EYES OPENED
Source of Sum of Variance Variance df Squares Estimate F
Between 2 1866131.30 933065.65 10.46
Within 174 15508992.00 89132 * 14
Total 176 17375123.30 9 # « * * * # #
34
t'o determine the differences between inverted and upright
balancethe scores obtained in the testing were analyzed by
the t test in order to determine whether the differences were
statistically significant at the .05 level of confidence, A
t » 1,36 is required to be statistically significant at the
.05 level of confidence„
Table X presents the means, the differences between
means, and the t values for the stork stand and the headstand,
TABLE X
DIFFERENCES BETWEEN MEANS FOB. THE STORK SYA&D MID THE HEADSTAND
Stork Stand Headstand Difference t
Eyes Closed 16.56 45.23 28.67 6.04
Eyes Opened 233.85 64.83 169..02 4.92
Forward Foils {Byes Closed) 1,98 34.75 32,75 4.92
Forward Rolls (Eyes Opened) 226.65 47,74 170.91 3.94
Log Rolls (Eyes Closed) 2.23 42.58 40.35 9.81
Log Rolls (Eyes Opened) 246.92 58,02 188.90 3.44
The three means for the otork stand with the eyes opened
were greater than the three scores for the headstand with the
eyes opened. The three test scores for the headstand with the
eyes closed were greater than the three scores for the stork
stand with the eyes closed. The t values for the differences
35
between means of each set of scores were computed. As in-
dicated. in Table X, all t values were statistically significant.
Table XI presents means, the difference-between means
and t values for the headstand and the one foot balance. The
means for the headstand were all greater than the means for
the one foot balance. The t values for differences between
means were statistically significant for all tests with the
eyes closed.
TABLE XI
DIFFERENCES BETWEEN MEANS FOR THE ONE FOOT BALANCE AND THE HEADSTAND
One Foot Headstand Difference t
Eyes Closed 3.91 45 * 23 41.32 8.70
Eyes Opened 22.94 64.83 42.09 1.22
Forward Rolls (Eyes Closed); 1,26 34.73 33.47 7.93
Forward Rolls (Eyes Opened) 5.62 47.74 42.12 .93
Log Rolls (Eyes Closed) 1.35 42.58 ; 41.23 10.03
Log Rolls (Eyes Opened)' 8.66 58.02 : 49.36 : .90
To determine the differences between rotating the body
around the vertical and horizontal axes and the effect of ro-
tating around the vertical and horizontal axes, the t-test
(3, pp. 101 102) was computed. A t-value of 1.96 is required
to be significant at the .05 level of confidence.
36
Table XII presents differences between means for the
stork stand with the eyes closed, the stork stand following
the five forward rolls with the eyes closed, and the stork
stand following the five log rolls with the eyes closed.
The mean for the stork stand with the eyes closed was greater
than the mean for the stork stand following the five for-
ward rolls with the eyes closed, and also greater than the
mean for the stork stand following the five log rolls with
the eyes closed. Each instance yielded a t value of 5,37,
which was statistically significant at the .05 level of
confidence. The t value for the difference between means
of the stork stand following the five log rolls was statis-
tically insignificant,
TABLE XII
DIFFERENCES BETWEEN MEANS OF THE SCORES FOB THE STORK gTAND WITH THE EYES CLOSED*
It era
Stork Stand (16.56)
Log Rolls (2.33)
Loq Polls (2.33)
14.33 5.37)
Forward Rolls (1.98)
14.58 (t « 5.37)
.26
.85)
"^DT?ferences favor™the"qroups at the left
3?
Table XIII presents differences between means for the
stork stand with the eyes opened. The t values for each set
of scores proved to be statistically insignificant.
TABLE Kill
DIFFERENCES BETWEEN MEANS OP THE SCORES FOR THE STORK STAND WITH THE EYES OPENED*
Item Stork Stand
(233.85) Forward Rolls
(226.65)
Log Bolls (245 .92 )
Stork Stand (233 .85)
1 3 . 0 7 .19) (t
(t
2 0 . 2 7 .34)
7.20 . 14 )
^Differences favor the groups at the le'ItT
Table XIV presents the differences between means for the
headstand with the eyes closed. The mean for the headstand
with the eyes closed was greater than the mean for the head-
stand following the five forward rolls with the eyes closed,
yielding a t value of 2.04, which is statistically significant
at the .05 level of confidence. The difference between the
headstand with the eyes closed and the headstand following
the five log rolls with the eyes closed and between the head-
stand following the five forward rolls with the eyes closed
and the headstand following the five log rolls with the eyes
closed was statistically insignificant.
38
TABLE XIV
DIFFERENCES BETWEEN MEANS OF THE SCORES FOR THE HEADSTAND WITH THE EYES CLOSED*
Log Rolls (42.58)
Forward Rolls (34.73)
Headstand (45.23)
Log Rolls "(42 „58)
(t 2 . 6 5
.49) (t
(t
10 .50 2 . 0 4 )
7 .86 1 .47 )
•Differences favor the groups at the left.
Table XV presents the differences between means for the
headstand with the eyes opened. The mean for the headatand
with the eye3 opened was greater than the mean for the head-
stand following the five forward rolls with the eyes opened,
yielding a t value of 2.15, which is statistically significant
at the .05 level of confidence. The difference between the
headstand with the eyes opened and the headstand following
the five log rolls with the eyes opened was statistically
insignificant. The mean for the headstand following the
five log rolls with the eyes opened was greater than the
mean for the headstand following the five forward rolls with
the eyes opened, yielding a t value of 2.23, which is statis-
tically significant at the .05 level of confidence.
39
TABLE XV
DIFFERENCES BETWEEN MEANS OF THE SCORES FOR THE HEADSTAND WITH THE EYES OPENED*
Item Log Rolls (58.02)
Forward Rolls (47.74)
Headstand (64.83)
Log Rolls (58.02)
6.81 (t
(t
17.09 « 2.15)
10.28 » 2.23)
*bi?ferences~ favor the groups at '"'the ie'jft.
Table XVI presents the differences between means of the
scores for the one foot balance with the eyes closed. The
mean for the one foot balance with the eyes closed was greater
than the mean for the one foot balance following the five
forward rolls with the eyes closed, yielding a t value of
3.98,which is statistically significant at the .05 level of
confidence. The mean for the one foot balance with the eyes
closed was also greater than the mean for the one foot balance
following the five log rolls with the eyes closed, yielding a
t value of 3.87, which is statistically significant at the .05
level of confidence. The differences between the mean of the
one foot balance following the five forward rolls with the
eyes closed and the mean of the one foot balance following
the five log rolls with the eyes closed were insignificant.
40
TABLE XVI
DIFFERENCES BETWEEN MEANS OF THE SCORES FOR THE ONE FOOT BALANCE WITH THE EYES CLOSED*
Loq Rolls "(1. 35}
Forward Rolls (1.26)
2.66 (t » 3.98)
One Foot Balance (3.91)
Log Rolls (1.35)
^Differences favor the groups" at the left.
Table XVII presents the differences between means for
the one foot balance with the eyes opened. The mean for the
one foot balance with the eyes opened was greater than the
one foot balance following the five forward rolls with the
eyes opened,yielding a t value of 3.98, which is statis-
tically significant at the .05 level of confidence. The
mean for the one foot balance with the eyes opened was
greater than the one foot balance following the five log
rolls with the eyes opened, yielding a t value of 4.95, which
is statistically significant at the .05 level of confidence.
Difference between means of the one foot balance following
the five forward rolls with the eyes opened and the one
foot balance following the five log rolls with the eyes
opened were statistically insignificant.
41
TABLE XVII
DIFFERENCES BETWEEN MEANS OF THE SCORES FOR THE OWE FOOT BALANCE WITH THE EYFS OPENED*
Item, Log Rolls
(8.66) Forward Rolls
(5.62)
One Foot Balance (22.94}
Log Rolls (8.66)
14.27 4.95) (t
17.32 3.98)
3.04 (t * 1.28)
~*Differ elices favor the groups* at the left
To determine the differences between keeping the eyes
closed and the eyes opened upon balance, the differences of
correlated means as described by McNemar (3, pp. 101-102)
were computed. The t value was computed to determine
whether differences were statistically significant. A t value
of 1.96 is required to be significant at the 5 per cent level
of confidence.
Table XVIII presents differences between means for the
stork stand with the eyes closed and with the eyes opened.
The means with the eyes opened were greater than the means
with the eyes closed. The t values for the differences
between means were all statistically significant, as indi-
cated in the next table.
TABLE XVIII
DIFFERENCES BETWEEN MEANS FOR THE STORK STAND WITH THE EYES OPENED AND CLOSED
Item Opened Closed Differences t
Stork Stand 233.84 16.56 217.29 5.31
Forward Rolls 266.65 1.98 244.67 4.08
Log Rolls 246.92 2.23 244.69 3.66
Table XIX presents differences between means for the
headstand with the eyes closed and with the eyes opened. The
means with the eyes opened were greater than the scores with
the eyes closed. The t values for the differences between
means were all statistically significant, as indicated in
tiie table below.
TABLE XIX
DIFFERENCES BETWEEK MEANS FOR THE HEADSTAHD WITH THE BYES OPENED AND CLOSED
Item
Headstand
Forward Rolls
Log Rolls
Opened Closed Differences t
64. 83 45.23 19.60 3.83
47.73 34.73 13.01 2.29
58.02 42.58 15.44 2.36
Table XX presents differences between means for the one
foot balance with the eyes closed and with the eyes opened.
The scores with the eyes opened were greater than the scores
43
with the eyes closed. The t values for the? differences be-
tween means were all statistically significant, as indicated
in the table below.
TABLE XX
DIFFERENCES BETWEEN MEANS FOR THE ONE FOOT BALANCE WITH THE EYES OPENED AMD CLOSED
Item Opened Closed Differences t
One Foot Balance 22,94 3.91 19.02 6.52
Forward Rolls 5.62 1.26 4.36 2.79
Log Rolls 8.66 1.35 7.32 4.18
Discussion of Findings
The coefficients of correlation between test items for
the stork stand, between test items for the headstand, and
between test items for the one foot balance revealed high
relationships between the headstand with the eyes closed and
the headstand with the eyes opened and between the headstand
following the five forward rolls with the eyes opened and the
headstand following the five log rolls with the eyes opened.
A comparison of differences between means for the pre-
tests, which is the static balance as measured by the stork
stand, the headstand, arid the one foot balance without the
rotations, and the means of the balances following the forward
rolls with the eyes closed and with the eyes opened indicates
that there is a significant difference.
44
When performing balances following the log rolls with
the eyes closed and with the eyes opened,, the differences
were statistically significant between means for the stork
stand and between means of the scores of the one foot bal-
ance while differences between means of the scores for the
headstand were statistically insignificant.
Comparisons of differences between means for the for™
ward rolls and the log rolls for each balance were not
statistically significant in determining differences in ro-
tating around the horizontal and vertical axes of the bodyr
except for the headstand following the five forward rolls
with the eyes opened and the headstand following the five
log rolls with the eyes opened. This could be attributed to
the possibility that following the forward rolls the subject
took less time in going into a headstand. In most cases,
following the log rolls, the subject took all five counts
from the timer to get into the headstand after the log rolls.
Therefore, it would appear that the subject had more time
to reorient after the log rolls.
a comparison of means between eyes closed and eyes
opened indicated that balance is maintained longer when the
eyes were opened, especially in the stork stand and the one
foot balance. Although differences were not as great for
the headstand, balance appeared to be maintained longer with
the eyes opened.
45
Subjects balanced longer in the headstand than the stork
stand with the eyes closed for the pre--tests and the post-
tests. When the eyes were opened, subjects balanced longer
in the stork stand. The ability to maintain balance for a
longer period of time in the headstand with the eyes closed
could be attributed to the following factors; first, the
subject is balancing the weight of the body over a larger
base, and second, the ability of the hands to grip the floor
or raat. Perhaps the subjects could have balanced longer in
an inverted position with the eyes opened if pressure on the
head and circulatory problems could have been eliminated.
This chapter has presented the findings pertinent to
this study. Included were (1) coefficients of correlation
between the scores of the stork stand, the headstand and the
one foot balance, (2) a comparison of the mean differences
between the stork stand and the headstand, (3) a comparison
of the mean differences between the one foot balance and the
headstand, (4) a comparison of the mean differences between
the pre-tests and the post-tests, (5) a comparison of the
mean differences between the post-tests, (6) a comparison of
the mean differences between the eyes closed and the eyes
opened, and (7) a discussion of the findings.
CHAPTER BIBLIOGRAPHY
1.
2.
3.
Garrett, Ilenry E. , Elementary Statistics, 2nd ed., Hew York» David McKay Company7~Inc.,
Garrett, Henry E., Statistics in Psychology and Educationr 6th ed., New York, David McKay Company,"inc.V 196^.
McNemarr Quinn, Psychological Statistics, 3rd ed., New York, J. Wiley", 1962."" ~ ~
46
CHAPTER IV
SUMMARY, CONCLUSIONS AND HECOJMEHDATIOHS
This chapter presents a suiraiary of the problem, an
analysis of the results, and conclusions and recommendations
based upon the results of this study.
The study was designed to determine the effects of
rotating around the horizontal and the vertical axes upon
static balance of fifty-nine college women.
Data for determining any significant differences were
provided fay scores fror.i the administration of the stork stand,
the headstand, and the one foot balance to fifty-nine women
enrolled in tumbling classes at North Texas State University.
An analysis of the mean changes showed statistically
significant differences in favor of maintaining static
balance without rotating around the horizontal and the verti-
cal axes of the body. Statistically significant differences
were also revealed in favor of maintaining static balance
with the eyes opened and in favor of maintaining static
balance in an upright position, except in the headstand with
the eyes closed.
The results based upon this study justify the following
conclusions:
47
48
1. The ability of women to maintain static balance
as measured by the headstand is not significantly affected
following rotations around the vertical axis.
2. The ability of women to maintain static balance
as measured by the headstand is significantly affected after
rotations around the horizontal axis of the body.
3. The ability of women to maintain static balance
as measured by the stork stand and/or the one foot balance
is significantly affected after rotating the body around the
vertical axis.
4. The ability of women to maintain static balance
as measured by the stork stand and/or the one foot balance
is significantly affected after rotating the body around the
horizontal axis.
5. The differences between the effect of rotating the
body around the horizontal axis and the effect of rotating
the body around the vertical axis were not significant.
6. Women are able to maintain static balance for a
significantly longer period of time with the eyes opened
than with the eyes closed.
7. Women are able to maintain static balance for a
significantly longer period of time in an upright position
than in an inverted position with the eyes opened.
As a result of this study, the following recommendations
are presented:
49
1. That instructors of beginning tumbling plan the
class progression so that balance skills precede skills of
rotation,
2. That a similar study be conducted utilizing college
men.
3. That a similar study be conducted utilising junior
and senior high school boys and girls.
4. That further investigation be undertaken to explore
the effect of balancing with the eyes closed after rotating
the body around the horizontal and vertical axes with the
eyes opened.
5. That further investigation be undertaken to explore
the effect of balancing with the eyes opened after rotating
the body around the horizontal and vertical axes with the
eyes closed.
APPENDIX
TABLE XXI
RAW SCORES FOR STORK STAND
Subjects
Pre™test Forward Rolls Log Rolls
Subjects Closed Opened Closed Opened Closed Opened
1 22.4 232.2 1.5 0.1 2.3 2.5 2 121.3 188.1 0.0 111.4 7.6 163.3 3 5.6 164.1 1.0 17.0 2.6 2.4 4 1.5 39.1 1.4 4.1 1.5 0.8 5 S.4 252.3 1.4 109.4 1.8 67.7 6 4.0 10.1 1.9 32.0 1.3 11.4 7 4.8 94.5 1.5 47.5 1.. 4 7.5 3 16.5 29.8 2.0 6.5 0.6 0.3 9 4.0 142.1 2.6 139.0 1.6 2.6 10 9.1 113.9 1.9 222.3 1.5 54.4 11 37.1 206.6 4.5 84.8 2.1 21.6 12 1 7.8 373.1 3.3 4.4 2.5 • 1.8 13 5.6 65.7 1.0 1.2 1.1 29.4 14 6.1 355.5 1.0 325.5 3.5 206.1 15 4.1 0.8 0.6 1 2.6 4.9 26,8 16 49.0 130.0 2.5 218.5 1.5 90.5 17 2.9 79.5 2.5 2.7 0.7 152.2 18 4.7 83.6 1.8 14.9 1.2 1.4 19 4 „ 2 152.4 0.3 1.6 1.7 2584.7 20 3.4 129.2 1.5 0.3 2.8 ! 1.2 21 8.5 98.0 0.1 0.2 0.3 4.7 22 21.1 407.0 3.4 911.4 1.3 1354.5 23 2.8 93.1 1.5 28.4 4.5 243.0 24 19.9 488.9 0.8 173.6 1.6 193.4 25 9.2 123.2 1.6 129.9 1.9 867.1 26 27.0 101.2 4*6 6.0 0.8 8.4 27 19.9 42.9 1.0 2.2 0.8 2.0 28 4.0 125.0 1.4 291.0 5.4 205.2 29 17.3 194.7 1.5 2.9 1.7 1.8 30 13.4 181.9 4.8 140.6 1.5 80. 8 31 30.0 680.5 8.5 637.5 2.0 518.0 32 1.9 1301.1 0.5 1515.2 0.7 1863.1 33 8.0 163.0 1.5 306.2 3.8 237.0
TABLE XXX--Continued
SI
Pre-test : Forward R o l l s Locf HollS
Subjects Closed Opened Closed , Op«ned Closed Opened
34 78.3 3 7 3 . 1 2 . 3 : 2 2 5 . 0 2.5 1277,9 35 4 . 1 9 2 . 1 2 . 5 4 . 1 1 . 1 2 . 7 36 3* 7 8 6 . 0 ! 1 . 2 1 . 4 2.3 1 1 . 7 3? 1 9 . 0 2 0 5 . 0 1 . 9 2 2 3 . 3 1 . 0 9 . 1 38 4 . 6 2 3 6 . 0 1 . 0 4 0 8 . 5 6 . 3 ! 3 8 6 . 1 39 12.3 1 8 8 . 1 3 . 2 2 4 1 0 . 0 4 . 3 1 7 4 0 . 9 40 4.4 : 8 0 . 2 5.5 1 4 . 5 1 0 . 1 3 . 0 41 18.5 ^ 73.0 1 . 1 2 7 0 . 4 2 . 3 1 1 8 . 9 42 27.7 1 0 1 . 2 3 . 6 4 . 5 5 . 1 5 6 . 0 43 3.7 236 . e 0 . 0 0 . 5 C . l 2 1 8 . 5 44 60,0 246,5 0 . 3 2 9 3 . 5 1 . 0 6 6 . 2 45 13.7 1 0 4 . 5 •X. » 1 6 3 . 6 1 . 8 4 . 5 46 0 . 9 1 7 1 6 . 2 1 . 3 84.0 2 . 6 356.3 47 17.2 42 „ 5 2 . 9 3 2 7 . 5 2 . 9 3 . 6 48 ii.e 2 9 . 5 0 . 1 1 3 0 . 3 1 . 0 1 . 0 49 26,1 3 0 9 . 6 ! 1 . 6 2 0 . 1 1 . 9 2 . 2 50 5 6 . 1 ' 745*4 2 . 1 45.4 4 . 5 2 4 3 . 0 51 0.3 4 6 2 . 5 2 . 6 4 9 4 . 8 4 . 2 6 . 2 52 1 5 . 0 ' 1 2 5 . 1 1 . 4 1 5 3 . 0 1 . 2 1 4 0 . 4 S3 5,4 : 1 5 2 . 2 1.5 5 7 1 . 2 0 . 9 7 1 3 . 1 54 5 . 6 • 2 6 . 0 ' 1 . 0 1 2 3 . 2 1 . 3 1 . 0 55 3 . 4 ' 3 7 , 3 1 . 5 1 9 . 9 1 . 1 CO. 0 36 1 7 . 1 54«4 1 . 3 ' 3 . 0 1 . 3 2 6 . 5 57 3 . 8 ' 13 . 3 2.4 ! 1 8 8 . 5 2 . 0 2,0 58 2 1 . 1 30 „ 5 2 . 5 2 8 5 . 0 1 3 . 8 9 6 . 0 59 3 7 . 8 1 1 8 2 . 1 ! 4.8 1 5 1 6 . 3 ' 4 . 1 4 . 1
TABLE XXII
RfcW SCOKEfi FCR HEADSTAND
r o
S u b j e c t s i
P r e - t e a t Forward r<ol ls Log noils
S u b j e c t s i CloflGd Opened C l o s e d 0|>«aad C l o s e d Opened
1 15* 3 1 3 . 6 8 . 0 3 . 9 1 6 . 2 3 5 . 2 2 8 0 . 1 6 1 . 5 7 9 . 6 7 7 . 9 1 5 . 6 8 0 . 0 3 4 6 , 2 7 5 . 7 5 4 . 9 6 2 . 1 7 4 . 4 7 9 . 0 4 1 . 1 . 4 0 . 1 4 . 7 0 . 7 1 . 7 S 1 2 9 . 0 1 9 . 0 2 4 . 6 9 3 . 3 109.4 1 4 5 . 4 6 7 . 2 1 6 . 1 1 . 5 1 1 . 6 8 . 0 8 . 6 7 6 1 . 7 6 9 . 5 4 3 . 6 9 9 . 0 1 1 . 6 1 0 5 . 2 a 1 . 7 9 . 4 0 . 1 0 . 6 1 8 . 2 4 6 . 2 9 3 3 . 6 5 0 . 0 8 2 . 2 9 9 . 4 1 4 . 4 11.X
10 3 1 . 5 3 0 . 6 3 2 . 5 1 . 4 1 . 9 3 2 . 3 11 1 0 . 3 3 0 . 5 2 7 . 6 2 9 . 0 3 3 . 5 4 8 , 2 12 3 0 . 9 6 6 , 4 2 1 . 2 1 1 . 2 2 . 5 3 5 . 0 13 ; 8.9 3 9 . 0 2 . 6 4 . 6 3 7 . 0 3 7 . 0 14 4*4 5 3 . 8 2 . 1 59.4 7 3 . 8 4 4 . 8 15 3 7 . 2 7 7 . 1 3 3 . 2 5 9 . 2 4 0 . 2 9 4 . 1 16 5 8 . 2 81.8 2 7 . 8 2 . 0 4 0 . 4 3 7 . 2 1? 2 5 . 1 4 5 . 4 0 . 7 4 2 . 5 0 . 0 3 0 . 5 18 5 9 . 0 9 9 . 5 5 1 . 2 8 4 . 0 6 3 . 6 1 1 6 . 0 19 8 1 . 1 1 0 4 . 7 8 2 . 2 3 . 7 1 1 9 . 9 1 1 3 . 4 20 6 . 3 1 0 . 3 1 . 1 7 . 4 3 . 1 1 . 5 2 1 3 1 . 2 2 7 . 3 0 . 5 1 , 3 2 4 . 5 8.8 22 - 9 4 . 1 1 0 1 . 6 1 2 . 8 2 . 6 1 . 2 3 5 . 6 23 2 0 5 . 7 4 0 5 . 6 4 7 . 1 5 7 . 0 5 7 . 3 7 2 . 7 24 0 . 5 1 . 5 1 . 1 0 . 5 i 8 . 4 3 . 9 25 2 7 . 7 1 . 4 1 . 1 4 9 . 1 2 7 . 9 1 . 2 26 5 4 . 8 5 0 . 6 6 1 . 4 5 7 . 8 7 0 . 9 75 . C 27 3 3 . 6 i 4 4 . 1 2 1 . 9 . 0 . 2 1 . 5 7 8 . 8 28 3 4 . 0 5 0 . 6 2 8 . 4 • 4 2 . 9 4 1 . 1 3 5 . 4 23 5 . 1 72 . 1 3 5 . 2 4 1 . 0 4 4 . 0 5 2 . 3 30 1 0 . 0 3 4 . 7 9 . 4 0 . 1 1 4 . 4 7 . 6 31 5 1 . 1 4 2 , 1 5 . 1 1 0 . 9 3 7 . 7 3 0 . 0 32 1 2 5 . 5 2 1 3 . 1 64 „ 8 1 1 1 . 3 2 0 . 3 7 9 . 9 33 3 6 . 8 5 1 . 2 36 . 5 6 7 . 5 6 8 . 0 9 5 . 4 34 1 6 . 3 1 8 . 4 0 . 0 2 5 . 8 1 . 2 1 . 3 33 2 9 . 9 20 . 3 1 1 0 . 3 1 7 . 3 4 7 . 0 8 9 . 9 16 7 . 2 1 4 . 9 1 . 1 2 4 . 4 2 5 . 1 3 2 . 1 37 5 7 . 7 4 7 . 8 9 . 3 1 9 . 8 0 . 0 4 . 5 38 9 . 0 7 , 1 0 . 0 5 . 4 9 . 3 1.8 30 2 8 . 5 4 0 , 5 2 6 . 2 2 . 5 3 3 . 0 6 4 . 8 40 1 6 . 3 2 3 . 4 2 . 0 2 2 . 3 6 . 4 1 . 0
TABLE XXII--Continued
53
Subjects
Pre-test Forward Rolls Log Rolls
Subjects Closed Opened Closed Opened Closed Opened
41 67.6 59.5 35.6 15.7 47.7 40.1 42 45.6 40.2 6.4 2.0 174.4 5.3 43 80,2 115.6 3.5 117.0 86.7 135.1 44 34. 6 114.2 83.4 84.6 106.2 24.8 45 28.6 89.4 44.7 58.7 43.7 47.0 46 65.5 74.9 74.6 102.7 88.1 158.1 47 66.4 71.1 67.3 69.3 89.6 97.6 48 111.1 163.1 191.1 277.3 93.6 247.2 49 33.5 40.0 5.2 14.5 13.5 38.7 50 49.5 19.0 1,3 2.8 35.3 9.0 51 82. 8 112.0 7.3 137.0 83.1 102.4 52 22.2 59.6 3.9 i 4.6 10.3 29.8 53 1.9 2.1 1.6 0.5 0.7 0.1 54 73.0 83.0 50.3 62.3 74.6 66.9 55 70.8 i 172.5 105.5 284.4 15.4 < 227.9 56 52.0 100,4 103.5 89.3 103.5 146.2 57 28.5 66.6 24.8 14.8 57.8 67.5 58 23.8 74.6 53.5 107. 8 56.7 60. 8 59 126.7 145,7 134.5 54.7 108.0 43.4
TABLE XXIII
N M SCORES FOR ONE FOOT BALANCE
^4
•jects
Pre-test Forward Rolls Log Rolls
•jects Closed Opened Closed Opened Closed Opened
1 3.7 12.3 0.1 9.2 0.5 3.5 2 10.0 80.0 0.1 14.5 1.1 3.7 3 2»6 29.9 0.9 5.7 1.0 2.5 4 1.7 2.6 0.5 1.1 1.5 1.6 5 4.2 3.8 1.0 4.0 1.3 8.8 6 1.4 27.6 2.2 5.2 1.3 45.8 7 3.5 16.0 0.1 3.4 2.0 14.3 8 1.6 11.4 1.2 1.7 1.1 2.6 9 0,5 11.1 1.5 4.0 1.0 5.6 10 4.2 5.1 1.4 1.8 0.8 1.8 11 1.5 17.5 1.9 3.2 0.9 2.4 12 2.5 10.2 1.3 2.0 0.8 0.5 13 37.0 16.0 1.6 1.3 1.2 4.6 14 2.9 29.9 0.1 2.5 0.3 1.5 15 1.1 8.0 1.1 5.5 1.0 5.2 16 15.0 88.1 0.3 3.0 0.4 48.5 17 1.7 5. S 0.1 2.7 1.3 1.8 18 4.7 69.0 0.5 1.5 2.0 3.0 19 5.2 84.9 0.4 89.4 2.3 1.5 20 0.9 3.6 1.0 0.7 1.4 0.9 21 3.3 7.2 0.7 3.4 2.2 7.5 22 3.1 4.1 0.9 1.0 1.4 3.4 23 4.6 13.3 2.7 0.4 1.4 6.5 24 1.2 2.5 0.7 1.4 1.2 2.4 25 2.0 29.5 1.5 23.2 1.5 3.5 26 9.9 19.0 1.0 2.4 0.8 10.8 27 1.6 6.2 1.9 3.5 2.3 1.5 28 3.0 11.4 0.6 2.6 ' 1.9 2.9 29 2.8 8.9 2.9 5.1 1.1 1.6 30 2.4 31.2 1.7 7.0 0.9 34.4 31 2.2 35.0 2.8 10.4 2.1 58.2 32 0.9 53.8 0.3 1.1 0.6 0.7 33 3. 8 45.8 1.3 2.5 2.5 38.8 34 2.6 71.9 1.3 3.6 1.3 1.5 35 7.6 2. 3 1.1 1.6 2.1 4.8 36 3.5 15.1 1.5 3.6 0.9 2.1 37 2.2 13.5 1.6 0.6 1.6 1.3 38 3.1 24.1 1.5 12.3 1.3 4.1 39 2.5 3.3 1.1 15.5 1.1 3.3 40 3.5 28.9 1.2 1.0 1.4 3.2
TABLE XXIII—Continued
Subjects
Pre-test Forward Rolls Log Rolls
Subjects Closed Opened Closed ; Opened Closed Opened
41 1.0 3.4 0.8 4.0 1.4 2.1 42 3.4 31.3 0.3 3.7 1.0 8.8 43 2.5 28.5 0.5 3.2 3.3 5.2 44 1.1 1.1 2.1 2.8 0.7 2.9 45 1.7 3.0 0.5 1.2 1.2 1.5 46 4.2 • 60.3 1.1 0.4 0.4 45.5 47 1.9 • 50.5 2.3 3.6 0.3 2.5 48 5.7 4.2 1.1 1.5 1.1 1.2 49 1.0 19.5 0.6 2.1 1.6 4.2 50 5.4 65.2 0.8 • ; 9.8 2.5 7.8 51 3 . 0 19.5 2.8 0.5 1.0 2.6 52 3.4 36.5 0.0 11.3 0.5 9.1 53 3.5 : 7.5 2.5 2.7 1.9 2.2 54 1.6 i 11.6 0.7 1.0 , 0.7 1.6 55 2.3 3.2 1.3 6.4 1.6 16.4 56 10.1 13.5 7.3 7.3 2.1 4.5 57 2.4 10.0 . 0.5 3.5 I 1.5 29.7 58 1.0 13.6 2.2 2.5 2.5 , 3.0 59 3.4 4.5 1.1 1.5 1.4 , 1.7
BIBLIOGRAPHY
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56
57
Henry, Franklin M., "Dynamic Kinesthetic Perception and Adjustment/' Research Quarterly, XXIV (May, 1953) , 176-187. - —
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