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CHAPTER – III
METHODOLOGY AND PROCEDURE
Methodology is a potent factor as it does the most
dominant contribution towards the success or failure of any
research work or investigation. It also depicts the scientific
attitude and validity of the work. Thus, it is an essential and
important part of any research project.
To implement general plans of research, accurate
collection of data and efficient method must be used. There is
always a mutual interplay between problem and method.
Problem indicates methods to a considerable extent, but
methods and their availability, feasibility and relevance
influence the research problem.
For collection of data the investigator has to set up the
design, describe the sampling method, the nature of population
and sample, the tools used for the collection of data, their
tabulation, organization and statistical techniques. In any
research one of the most important prerequisite is the collection
of appropriate data without worth while study can be possible.
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To achieve the objectives of the study, the investigator
has to plan the entire process of the work in the terms of the
research design suited to the study. Therefore, the design of the
present study is presented systematically under following
headings.
In this chapter selection of subjects, selection of variables
criterion measures, collection of data, administration of test
and statistical technique of data have been described
3.1 SELECTION OF DATA
After defining a population and listing all the units, a
researcher selects a sample of units from the sampling frame.
The process of such a selection is called sampling. In order to
serve a useful purpose, sampling should be unbiased or
representative. A good sample must be as nearly representative
of the entire population as possible and ideally it must provide
the whole of information about the population from which the
sample has been drawn.
The subjects selected for the present study were those
who have played kabaddi game at different levels i.e. district,
state and national level. For the present study 300 kabaddi
players from the different universities of India particularly from
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north zone were selected. The purposive sampling was used for
the study. Beside this some of the players were selected from
various Colleges, Schools and Sai centres of Haryana.
The teams were selected for the research purpose from
North Zone are, M.D. University Rohtak, Kurukshetra
university kurukshetra, Punjab university Chandigarh, Delhi
University Delhi, C.C.S.University Meerut, Guru Nanak Dev
University Punjab, H.P. University Shimla, Punjabi University
Patilala, State teams Sonipat, Rohtak, Haryana police, panipat,
jind, Jhajjar, Bhiwani, Hissar, Inter College teams are S.D
college Panipat, I.B.PG College panipat, Arya College Panipat,
Govt College Bapoli, Jaat College Kathal, DAV. College Ambala
City, DAV College Pehowa, B.A.R. Janta college kaul.
3.2 SELECTION OF VARIABLES:-
Based on literary evidence, correspondence with the
experts and the scholar‟s own understanding the following
variables were selected for the study
i) Co-ordinative abilities
- Balancing Ability – Long Nose test
- Differentiation Ability – Back word medicine ball
throw test
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- Rhythmic Ability
- Orientation ability – Number of medicine ball run
test
- Agility – Zig – Zag run test
- Flexibility – Sit and Reach
ii). Adjustment Inventory
Dr. A.K.. Sinha and Dr. R.P. Singh
iii). Self-concept Inventory
Dr. J.K. Virk and Dr. B.R. Chauhan
iv). Physiological variables
Resting Pulse Rate
Vital lung Capacity
3.3 COLLECTION OF DATA
Data were collected from the respective centres/clubs of
the subjects, when they were not busy and had enough time to
spare for testing. Necessary instructions were given to the
subjects before the administration of each test. It was also
declared that each information of all subjects of the
performance will be kept top secret and not disclosed anywhere.
The research scholar motivated the respondents by promising
to send a separate abstract of conclusions of his study to each
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of the subject the required data was collected during the course
of three days in their centres/ clubs. On the first day, the
research scholar had a brief orientation and discussion with the
kabbadi players. On the second day the scholar visited the
centres/ clubs and administered the test related to
physiological variables. Lastly on the third day, the scholar
administered the coordinative abilities tests and collected the
required data.
3.4 TOOLS USED:
The following tools were used to collect the data:
CO-ORDINATIVE ABILITY TEST
1. LONG NOSE TEST:
OBJECTIVE: The test was administered to measure the
balance ability of subjects.
EQUIPMENT:
1. Balance Beam
2. One medicine ball weighing 2 kg
3. Five medicine ball weighing 1 kg.
4. Stop watch
5. Pencil, paper and pad.
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DESCRIPTION:
A balancing beam of standard size was kept on the floor
one and half meter away from the starting line. The subjects are
asked to stand behind the starting line with one kg medicine
ball on his strong hand fully stretched inward and the other
hand holding the opposite earlobe. On clapping, the subject
had to move over balancing beam toward the 2 kg medicine ball
which was kept at the other end of the beam and push down
the medicine ball with any of foot without losing the balance.
Each subject was given only one chance.
INSTRUCTION:
1. The arm with which the ball is carried should be kept
straight.
2. The medicine ball kept on the balancing below should be
rolled down with either foot.
SCORING:-
The time taken in second to complete the course was
taken as the score. At the same time the subject who failed to
complete the task were not given further trail and no scores
was awarded to them.
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2. BACKWARD MEDICINE BALL THROW TEST
OBJECTIVE:
To assess the differentiation ability of the subjects.
EQUIPMENT
1. a gymnastic mat, size 3‟ x 6‟
2. one medicine ball weighting 2 kg
3. five medicine balls weighing 1 kg each
4. pencil, papers and clipboard
DESCRIPTION:
A gymnastic mat was kept 2 meters, away from the
starting line. A circle of 40 cm. radius was drawn in the middle
of the mat and a medicine ball of 2 kg, was kept at the center of
the circle. The subjects were asked to stand behind the starting
LONG NOSE TEST
STARTING & FINISHING LINE
MEDICINE BALL 2 KG
BALANCING BEAM
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line facing the opposite direction. They were asked to throw five
medicine balls (1kg. each) over the head to hit the 2 kg. ball
kept on the mat, one after another by using both the hands.
One practice trial was given to the entire subject
Gymnastic mat
Starting line
BACKWARD MEDICINE BALL THROW TEST
Instruction:
1) Only overhead throw was permitted
2) The students were not allowed to look back
Medicine ball 2kg
Circle
2 meter
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Scoring:
1. Medicine ball touching the mat- 1 point
2. Medicine ball touching the circle line- 2 point
3. Medicine ball touching inside the circle - 3 points
4. Medicine ball touching the 2 kg medicine ball- 4 point
Points were decided considering the first pitch of the ball.
The score of the individual was the total points scored in all the
five throws.
3. RHYTHMIC ABILITY TEST:
Purpose:
To measure rhythmic ability.
Facilities and Equipment:
One l2×6 ft. Court divided into six (6) single and two double
sectors of equal width, a stop watch, and score sheet.
Procedure:
The event was explained and demonstrated before the test
commenced. The subject assumed standing/ starting position
and on the signal 'go' stepped on one leg on first, second and
third sector with both legs on fourth and fifth, one leg on sixth,
both legs on seventh and eighth jumped to turn seventh and
eight stepped on one leg on sixth, both legs on fourth and fifth,
single leg on third, second and first and jumped to finish out
side.
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Scoring:
The timing in seconds was recorded from the signal 'go' to
finish of the routine.
4. NUMBERED MEDICINE BALL RUN TEST
OBJECTIVE:
To determine orientation ability of the subject
EQUIPMENT:
1. Five medicine ball weighing 3 kg
2. One medicine ball weighing 4 kg
3. Stop watch
4. Clapper
5. Pencil, paper and pad.
Description:
All the medicine ball weighing 3 kg was arranged on an
20 M
10 M 10 M
5
M
5
M
Rhythm Ability Test
FINISHING LINE STARTING LINE
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even ground in a semicircular with a distance of 1.5 meter
between the ball. The subject‟s medicine ball weighing 4 kg was
kept 3 meter away from these medicine balls. Behind all the
medicine balls of 3 kg weight, metallic number plates of 1 sq.
foot size were kept from 1 to 5. Before the start of the test the
subjects were asked to stand behind the sixth medicine ball
facing towards the opposite direction. On signal the subjects
turned and ran towards the number called by the tester and
touched the medicine ball and ran back to touch the sixth
medicine ball.
Immediately another number was called. Similarly, a total
of three times the number was called by the tester and the
subjects performed accordingly. Before the actual test was
administered, one demonstration that was given to all subjects.
Scoring:
The time taken to complete the course was tested in
seconds two trails were given to each subject and the lowest
one was recorded as score.
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5. ZIG. ZAG RUN TEST:
PURPOSE:
To measure the agility ability test.
FACILITIES AND EQUIPMENT:
Stop watch, 5 cones for a 16'xl0' marking of ground with a
starting and finish line, marking powder, score sheet.
PROCEDURE:
The event was explained and demonstrated before the test
commenced. The subject assumed standing/start position
behind the starting line. On sticks, his path of running was in
the figure of Eight (8) and like this be completed three rounds
in continuation. And at the finish of the third round the time
was recorded.
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SCORING:
When the subject completed the third round the time was
recorded in seconds.
D C
B
E A
Finishing
6. SIT AND REACH TEST:
Equipment:
A testing box or a flexomeasure and a yardstick.
Procedure:
The subject was asked to place her feet against the testing
box while sitting on the floor with straight knees. Now the
subject is asked to place one hand on top of other so that the
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middle fingers of both hands are together at the same length.
The tester keeps her hand on the knees of the subject to keep
them straight not allowing any bending of the knees. The
instructed to lean forwards and place his/her hands over the
measuring scale lying on the top of the box with its 10 inch
mark coinciding with the front edge of the testing box. Then,
the subject is asked to slide her hands along the measuring
scale as far as possible without bouncing and to hold the
farther position for at least one second.
Scoring:
Each subject is given three trails and the highest score
nearest to an inch is recorded.
3.5 RELIABILITY OF THE TESTS
A data collection test must be reliable, that is, it must
have the ability to consistently yield the same results when
repeated measurements are taken of the same individuals
under the same conditions. It is an individual, receives a score
of 30 subjects of their achievements of test, for example, and is
assigned a rank; he should receive approximately the same
rank when the test is administered on the second occasion. In
the words of Freeman (1965,p.66). The term reliability has two
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closely related but some what different connotations in
psychological testing. First, it refers to the extent to which a
test is internally consistent, that is consistency of results
obtained throughout the test when administered once. In order
words, how accurately is the test measuring at a particular
time? Second reliability refers to the extent to which a
measuring device yields consistent results upon testing and
retesting.
In the present study for determining the reliability of
various co-ordinative ability test retest method were used.
The test re-test methods, the same test is re-administered
shortly after the first administration, and the two sets of scores
are correlated to obtain the reliability of the test. The chief
disadvantage of this method is that if the time interval between
the two administration of the test is short, the immediate
memory effects, practice and the confidence induced by
familiarity with the test material may overestimate the
reliabl1ity of the test. On the other hand, if the time interval is
long, the real changes in behaviour in terms of growth may
under estimate the reliability of the test. Owing to the
difficulties in controlling conditions which influence test scores
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on the second administration of the test, the test retest method
is generally less useful than the other methods.
3.6 Test-Retest Reliability Co-Efficient Analysis
The reliability of data for Co- Ordinative physiological and
psychology variables was established by the test retest method.
Tests in all the variables were represented after four day‟s gap
on five randomly selected Kabaddi Players under more or less
similar condition and the same tester recorded the
measurement. The reliability of test re-test scores were given in
Table 3.1 and Table 3.2 and Table 3.3.
TABLE 3.1
TEST- RETEST CORRELATION OF PSYCHOLOGICAL VARIABLES
S. No. Variables Coefficient
1.
2.
Adjustment
Self- Concept
0.83
0.76
From the above table it was evident that the
Reliability of Coefficient for the psychology variable was
between 0.76 and 0.83, which was assumed to be high
correlation for the purpose of this study.
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TABLE 3.2
TEST- RETEST CORRELATION OF PHYSIOLOGICAL
VARIABLES
S. No.
Variables Coefficient
1.
2.
Vital Capacity
Resting Pulse Rate
0.80
0.87
From the above table it was evident that the Reliability of
Coefficient for the physiological variable was between 0.80 to 0.87,
which was assumed to be high correlation for the purpose of this
study.
TABLE 3.3
TEST -RETEST CORRELATION OF CO-ORDINATIVE VARIABLES
S.
No.
Variables Coefficient
1.
Coordination Ability
a) Balance Ability
b) Differentiation ability
c) Rhythmic Ability
d) Orientation Ability
e) Agility
f) Flexibility
0.86
0.91
0.90
0.88
0.93
0.89
From the above tables it was evident that Reliability of
Coefficient for the physical variables was between 0.88 and
0.93 which was assumed to be high correlation for the purpose
of this study
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PSYCHOLOGICAL TEST
For collecting the data for psychological variables, the
following tests were used:
ADJUSTMENT INVENTORY
Purpose:
Designed to study Adjustment
Author:
Dr. A.K.P. Sinha and Dr. R.P. Singh
Publisher:
National Psychological Corporation 4/230, Kacheri Ghat,
Agra – 282004 (U.P.) India.
Description:
1. It is a self administering inventory. The examiner should
read the instructions given on the front page and the
examiner should also read them silently along with
examiner.
2. There is no time limit for answering it. Ordinarily an
individual takes 10 minutes in completing the test.
3. Examiners should interpret the meaning of the sentences
themselves. However, meaning of different words, if any
should be given by the examiner.
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4. Co-operation of the examiner in answering the inventory is
very essential. The examiner should assure them that their
answers and scores will be treated with strictest
confidence.
5. The examiners should indicate frankly and honestly the
purpose of the test, if and when any question regarding
this is raised by the examinees.
6. There is no need of telling why letters and numbers are
placed before the questions. If a question is asked about
these the examiners should tell meaning of the letters.
Scoring:
The inventory is reusable with answer sheet for responses
given by the examinee. It contained 102 items. Each item was
provided with two alternatives, 'yes' indicated lack of
adjustment and 'No' indicated well adjusted. One number was
provided for 'Yes' and 'No' was provided with zero. Low scores
indicated good adjustment and high score indicated poor
adjustment.
The overall scores of five areas of adjustment (a) Home (b)
Health (c) Social (d) Emotional (e) Educational adjustment of
the subjects. The scoring key has been explained in the manual
of the inventory.
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SELF-CONCEPT INVENTORY:
Purpose : Designed to study Self Concept
Author : Dr. J.K. Virk and Dr. B.R. Chauhan
Publisher : Azad Publications opp. IIIrd Gate of K.U.
Kurukshetra.
Description:
For the construction of this inventory a set of 90
questions was selected. After analysis the inventory consist a
set of 24 questions, which includes emotional, constructive and
aspect of an individual. In these 24 questions first 12 questions
have measured the positive and 12 questions measure the
negative aspects.
Each question has 5 options. First option have lowest value in
creasing order the last option have highest value of rating Scale
i.e. 1, 2, 3, 4 and 5.
This inventory was not developed for the “internal consistency”
but for the “Inter-Sample consistency analysis.”
Scoring:
In this inventory each question has options.
First option has – 1 point
Second option has – 2 point
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Third option has – 3 point
Fourth option has – 4 point
Fifth option has – 5 point
The sum of all the 24 questions was the final score of an
Individual.
Reliability:
Split half reliability = 0.79
Test retest reliability = 0.76
Validity:-
With Mohsin Self-Concept Inventory r = 0.68
Norms and Standards:-
96-120 - High Self Concept
49-95 - Medium Self Concept
48-below - Low Self Concept
PHYSIOLOGYICAL VARIABLES
RESTING HEART RATE
Purpose: To measure the resting pulse rate
Equipment: Stop watch
Procedure: At first subject was asked to relax in a bed in
supine lying position for about 30 minutes. The arm that was
going to be used was well supported in the extended position.
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The scholar recorded the pulse rate by gently pressing over the
radial artery for one minute by using a stop watch.
Scoring:
The beats in numbers were recorded for one minute.
VITAL CAPACITY
Objective :- To measure the vital capacity
Equipment :- Dry spirometer, Nose clip
Description :- The spirometer was brought into zero
position the subject was asked to take maximum inspiration
and after clipping the nose, the air was blown out as intensely
as possible into the mouth piece.
Scoring:- The amount of expired air was read directly
from the calibrated scale and that was the score of vital
capacity and recorded in litres.
3.6 STATISTICAL TECHNIQUES
For analysis and interpretation of data, analysis of
variances (one-way) is used. When more than two groups are
compared, the procedure used for comparison is as Analysis of
Variance (One Way ANOVA). A test statistic called the „F‟
statistic named after Fisher, the man who devised it. „F‟ statistic
is that, if the calculated value of „F‟ is greater than the table
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value of „F‟, then the null hypothesis is accepted and if it is less
then the table value of „F‟ than rejected, vies versa for
alternative hypothesis
When there is a significant „F‟ in an ANOVA of three or
more groups, then there are numerable Post Hoc test available
to determine which group is causing that significant result.