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Specific strength training on parallel bars and its influence on the technical
performance level of Gymnastics
Nasser Omar Alwasif
Department of Exercises & gymnastics, Faculty of Physical Education, Minia University, Egypt
Abstract:
Special strength exercises for gymnastics must answer the demands of
gymnastics. The principle of specificity implies that the exercise used in training
should be similar to the gymnastics skills. This special training is necessary to
develop the strength and power, which is the core for correct technical performance
of gymnastics skills (Major J. 1996). The current pilot study was designed to
investigate the effect of a set of specific parallel bars strength training on the technical
performance level of some basic gymnastics skills, which are contained in our
gymnastics curriculum. (Floor, Rolling Skills, Cartwheel, Round off and Handstand;
Parallel bars, Swings through upper arm hang, Swings through support, Back roll,
Shoulder stand and Dismount; vaulting table, through and/or straddle vault). Forty
Four (44) Egyptian male students (mean age, 17.2 yrs.; height, 174.3 cm; weight, 66.9
kg) in the faculty of physical education, Minia University, Egypt, were enrolled in
one semester gymnastics learning. The Students were randomly allocated to an
experimental and control group. The experimental group used the specific strength
exercises on the parallel bars apparatus for (20) twenty minutes one time a week, at
the physical preparation part of the gymnastics lecture. Gymnastics practicing
evaluation were done at baseline, and at the end of this 9-week learning program. The
data were analyzed using SPSS statistical package (Version 22). Results indicate that
the impact of a specialized strength training program is largely visible in increased
rates of the execution quality of the basic gymnastics skills. The results of the final
measuring make it obvious that the experimental group achieved significantly better
results for the all of the variables. Overall, the experimental group scored generally
higher on the total gymnastics score (7.59±0.74) than the control group (6.47±0.86).
In agreement with other data, the performed exercises that are in a consistent manner
with the nature of the skill’s performance, and also the use of the operating muscle
group in the skill have an effective impact on improving the physical characteristics;
thus raising the technical performance level for the skill required to be performed.
Keywords: muscular strength, parallel bars, specific exercises, sport students, Egypt.
Introduction
Gymnastics is a sport that is quite unfamiliar to most students. The unique nature of
gymnastics requires movements, skills and body control that are unlike that of any other
sport. Performing such unfamiliar skills demands a high level of confidence and self-efficacy,
and students who are particularly self-conscious will view themselves as highly vulnerable to
public humiliation. It is difficult sport in their performance and their need to a lot of effort in
the education and training process (Alwasif N. 2011).
Nasser Omar Alwasif, Ass. Professor, Exercise & gymnastics Dept., Faculty of Physical Education,
Minia University, Egypt. nasserAlwasif@hotmail.com
2
Gymnastics is a very difficult and complicated sport activity that involves bounding,
jumping, tumbling, vertical landings, as well rapid accelerations and decelerations
movements, which evoke high-impact loading strains, high strains rates and varied strain
distribution patterns on the skeleton. Additionally, the permanent increase of exercises
difficulty in various apparatus demand the development of muscular strength in static
strength elements as well in dynamic conditions (Dallas C.G. et al. 2017).
Physical preparation is an inherent part of the development process of athletes in
virtually every specialization. In recent years, considerable success in deepening the essence
of physical preparation as the basis for technical excellence sports and individual components
of the training loads in sport has been achieved (Sawczyn S. et al. 2016).
The concept of physical preparation in gymnastics should firstly take in account
meeting certain conducive conditions that improve the capacity of coordination carried out in
of the technical preparation. Mastering individual elements and gymnastic routines, which are
based on precise coordination of movements of the whole body and its parts, requires a
considerable degree of realization of individual potential strength and strength endurance
(Sawczyn S. et al. 2016).
Muscular strength has been defined by Tommy Bonne (2014) as the amount of force
that muscles exert against a resistance. Much research supports the notion that greater
muscular strength: can enhance the ability to perform general sport skills such as jumping,
sprinting, change of direction tasks, and specific sport skill performance. Further research
indicates that stronger athletes produce superior performances during sport specific tasks.
(Bonne T. 2014)
Correct technical execution is often impossible without sufficient strength.
Performance of gymnastics skills with virtuosity often demands a great deal of strength. With
insufficient strength, the gymnast learns a skill with one technique only to have to relearn the
skill when he has increased strength. Relearning can be very time-consuming, frustrating, and
is a substantial source of inefficiency in the training process (Major J. 1996).
The success of any gymnast is directly dependent on the level of motor abilities,
particularly on the special strength of the gymnast. Has strength in all three forms of;
explosive, static and dynamic are very important for success gymnast. Gymnastics requires a
great variety of movements example; the transition from dynamic to static elements and
contrariwise, frequent changes in body position and various positions in the space (Mertashl
M. et al. 2015).
The main demands in gymnastics are related to muscle power and strength with
significantly mobilizing coordination possibilities. In terms of strength, gymnasts are
amongst the strongest athletes when strength is measured (relative strength) in relation to the
body weight. This has been demonstrated by their ability to support and move their body
mass through various dynamic or static positions (Sawczyn S. et al. 2016).
Especially the muscle strength of upper limbs is very important for vaulting, pommel
horse, parallel bars, and rings especially for static hold elements. The muscle size is
3
important for strength, but gymnastics conditioning must not become body building (Malina
RM. et al. 2013).
Therefore, the muscle size and the muscle cross-sectional area ultimately limit
strength improvement. Training to increase the muscle size and strength is important, but the
maximum strength from the minimum size is the most important training goal in gymnastics.
Hypertrophy must be kept within strict limits to keep the power-to-body-mass ratio of the
gymnast as high as possible. This implies the need to create specific potential of strength
capabilities in the physical preparation process to meet proper requirements of training and
competition activities (Chu DA. 1994).
Most important for gymnastics is the insight that maximal strength can also be
increased without increasing muscle mass. Increasing strength without increasing muscle
mass is important in gymnastics because the gymnast must move his own body. In
gymnastics, the power-to-bodyweight ratio is a factor that decisively influences performance.
It is the power-to-weight ratio that strongly influences gymnastics performance, not strength
alone.
In the process of physical preparation in gymnastics, achieving the necessary level of
strength abilities can be realized, if the proper measures affecting the necessary level of each
type of ability are taken, which are indicated by specific requirements of exercises included
in gymnastic routines. These abilities can be formed only with a high similarity of contents
and levels of strength in special preparatory exercises in the training process (Sawczyn S. et
al. 2016).
Special strength exercises for gymnastics must answer the demands of gymnastics.
The principle of specificity implies that the exercise used in training should be similar to the
skills of gymnastics that must be performed in the competition routine. This special training
is necessary to develop the strength and power, which is the core for correct technical
performance of gymnastics skills. Therefore, we might imagine that the best training for
gymnastics would be more gymnastics. However, repetition of the skill alone will not
guarantee even a minimum level of strength to perform the skill correctly (Major J. 1996).
Specific training used in the field of athletic training in both stages of preparation and
in the competitions and have two primary duties are: developing the art of optimal
performance and improve the functional aspects and essential physical abilities. The
performance of each motor skill requires a certain physical abilities and thus special specific
exercises, in order to develop the level of performance.
Ahmed Bayoumi (2004) defined specific exercises as assisted exercises that aim to
prepare and enhance the motor skills related to the type of sporting activity, by trying to
operate and build the body according to the skill’s requirements. The primary purpose of
these specific exercises is to enhance the sense of movements and the general artistic shape of
the skill, and to make the Gymnast more self-confident (Abd Elrazzak H. 2015).
Specific exercises, which are consistent manner with the nature of the technical
performance of gymnastics skills, and also the use of the operating muscle group in the skill,
4
have an effective influence on improving and enhancing the physical characteristics of the
Gymnast; thus raising his technical performance level for the required skill to be performed
(Abd Elrazzak H. 2015).
The parallel bars exercise contains a series of swings, balances, and releases that
require great strength and coordination. Exercises to contain mainly parallel momentum and
flight elements related to each other, executed with dynamic bars above and below, including
positions on a longitudinal support bar. Allowed and execution of elements of force. Device,
by construction, with two parallel bars offer a very good and reliable support that enables a
very wide range of movements.
The parallel bars exercise trains the upper-body muscles in the manner required by the
events. They improve many muscle groups: anterior shoulders, pectorals and triceps. They
also strengthen upper back muscles, such as the trapeziums.
Therefore, we will use in the current pilot Study a set of Parallel Bars specific
exercises, which work to develop the muscular strength of the research sample -the Egyptian
students of the Faculty of physical education Minia University - and study its impact on the
technical performance level of those students in gymnastics sport.
To the author’s knowledge, there is a lack of data according the muscular strength
specific exercises on the parallel bars apparatus. Additionally, there are no previous studies
that evaluated the influence of the muscular strength specific exercises on the technical
performance level of gymnastics.
The main hypothesis of this study was that specific muscular strength exercises on the
parallel bars produces significant improvement on the technical performance level of
gymnastics with regard to the Egyptian male sport students.
The current study aimed to examine the effects of parallel bar's muscular strength
specific exercises on the technical performance level of gymnastics to the Egyptian male
students in the faculty of physical education, Minia University.
Method
Participants
Forty-four male Students of Faculty of Physical Education of Minia University
volunteered to participate in this study, and they were informed about the aims and
procedures of the study. Students that were gymnasts on the past in any competitive level
were excluded from this study. The Students were divided randomly into an experimental
group (EG) of 21 Students (Mean age ± SD: 17.3±3.6 years); and a control group (CG) of 23
Students (Mean age ± SD: 17.2±4.67 years).
The physical characteristics of the subjects are presented in (Table 1). Age was
expressed in years, height in cm (±0.1 cm), and body weight in kg (±0.05 kg). Standing
height was measured to the nearest 0.5 cm with the subject’s shoes off. Body weight was
assessed to the nearest 0.5 kg. Body mass index BMI was calculated as weight/height².
5
TABEL 1. The physical characteristics of the subjects
P
T
MEAN
DIFF.
EXP. GROUP CONT. GROUP
(n = 21) (n = 23)
VARIABLES
.587
0.548
0.06
17.23 (4.67)
17.29 (3.60)
Age (years)
.666
0.435
0.10
174.0 (0.38)
174.5 (0.42)
Height (cm)
.843
0.200
0.44
67.11 (8.43)
66.67 (5.91)
Weight (kg)
.970
0.038
0.10
22.1 (2.70)
22.1 (2.32)
BMI
Table (1) makes it obvious that no significant difference between experimental and
control group in the all of the physical characteristics of the subjects (age, height, weight, and
body mass index).
Measures
Gymnastic Practicing Evaluation Forms (GPEF)appendix (1)
Individual GPEF (Gymnastic Practicing Evaluation Forms) was prepared by Nasser
Alwasif (2015) to evaluate the student's technical performance level of Gymnastics.
The performances of each student was evaluated by calculating degrees of legal
persons by a committee of three gymnastics experts, teaching staff in colleges of physical
education. To assess the level of performance for every event (floor exercise, parallel bars
and vault) score were distributed as follows:
Great end of a performance was determined with ten degrees, The average scores
were calculated three arbitrators to all students in the sample to become the final score for the
level of performance of this student for each event, The degrees of the three arbitrators have
been recorded in the performance level assessment form which the researcher set up for this
purpose.
The Level of performance on the gymnastics skills outcomes were assessed at
baseline, and at the end of the program. The first session (baseline) took place before the
program began; the second measuring was at the end of 9-week gymnastics skills learning.
Experimental procedure
The experiment was conducted between September and December 2016, throughout
the academic year of 2016/2017 in the faculty of physical education, Minia University,
Egypt. The participants were tested by means of the aforementioned Gymnastic Practicing
Evaluation Forms (GPEF).
The time period of nine weeks that correspond to the time schedule of teaching
Gymnastics in our Faculty, Teaching these Gymnastics skills was done in constant conditions
for the two groups. Participants practiced these skills according to the study’s program of the
department, for 90 minutes per lesson, one time per week for nine weeks (one semester) for
all teaching and examined skills.
6
The gymnastics lecture parts were distributed as follows: warm up (10) minutes,
physical preparation (20) minutes and teaching of gymnastics skills (90) minutes. Thus, the
experimental group has used the specific strength training on the parallel bars apparatus in
the physical preparation part of the gymnastics lesson. The last section is devoted to teaching
three different gymnastics devices (floor exercise, Parallel bars and Vault), which means that
the share of each event is (30) minutes per lecture.
The gymnastics curriculum contains of the basic skills of Floor exercise (Standing
Scale, Rolling Skills, Cartwheel, Round off and Handstand), and Parallel bars (Swings
through upper arm hang, Swings through support, Back roll, Shoulder stand and Dismount).
Moreover, through and/or straddle vault skill on the vaulting table.
Statistical analyses
An SPSS statistical package (version 22) was used to analyze the data. The collected data
was processed as follows:
1. Basic statistical data (descriptive statistics) were calculated for every item.
2. The statistically difference between the initial and final measuring of the experimental
and control group was calculated by means of the T-test for dependent samples.
3. The results of the initial and final measuring of the experimental and control group
were compared using a T-test for independent samples (Student's T-test).
4. The level of significance was set at p # 0.05.
Results and Discussion
This current study evaluated the effects of parallel bar's specific strength training on
the technical performance level of gymnastics to 44 Egyptian male students in the faculty of
physical education, Minia University, Egypt. The statistically significant difference in the
results from the first and second measuring of the experimental and control group was
calculated using a T-test for dependent samples. Based on the results, the effects of the
specific strength training on the technical performance level of the gymnastics skills were
monitored. What was also monitored was whether there was any statistically significant
progress between the first and second measuring of the experimental and control group.
The results shown in Table (2) refer to the arithmetic mean from the experimental and
control group measuring (M), standard deviation (SD) from the groups measuring, the mean
difference (Mean Diff.), The unpaired Student`s t- test (t), and statistical significance (p).
The comparison of the initial and final measuring
(Table 2)
makes it obvious that the
experimental and control group made a statistically significant improvement in their results in
all of the three gymnastics events (Floor, Vault and Parallel bars) at the end of one semester
gymnastics learning.
When measured after 9-lecture of gymnastics learning with specific strength training
on the parallel bars, there was significant differences in the experimental group mean in the
total gymnastics performance level where their values increased to an average of (7.59) score.
7
TABEL 2. Results of the initial and final measuring for the experimental and control group
P
T
MEAN
DIFF.
POST-TEST
PRE-TEST
VARIABLES
EXP. GROUP(21)
.000
12.17
3.53
8.05 (0.91)
4.52 (0.98)
Floor
.000
7.83
3.03
6.93 (1.23)
3.60 (1.22)
Vault
.000
11.62
4.41
7.79 (1.01)
3.38 (1.40)
Parallel Bar
.000
13.82
3.45
7.59 (0.74)
3.83 (0.86)
Total
CONT. GROUP(23)
.000
8.58
2.56
7.10 (0.86)
4.54 (0.84)
Floor
.000
6.98
3.48
6.06 (1.41)
3.28 (1.97)
Vault
.000
6.49
2.63
6.26 (1.48)
3.63 (1.39)
Parallel Bar
.000
10.78
2.64
6.47 (0.86)
3.82 (1.01)
Total
The results of the Floor exercise Routine improved on average by (8.05) score in the
final measuring, which is a significant improvement. In the case of Vault, the experimental
group scored significantly higher in the final measuring (initial:3.6±1.22 & final: 6.93±1.23).
In the Parallel bars routine, great progress was noticed. The results improved from (3.38±1.4)
in the initial measuring to (7.79±1.01) in the final one.
According to the control group, the comparison of the initial and final measuring
(Table 2) makes it obvious that the group made a statistically significant improvement in
their results in
the gymnastics performance level
at the final measuring, although the
students
did not take part in
the specific strength training on the parallel bars
, so this can be
seen as influence of the
traditional learning method.
The control group improved their result in Floor exercise from (4.54±0.84) in the
initial measuring to (7.10±0.86) in the final one. In the Vault from (3.28±1.97) in the initial
measuring to (6.06±1.41) in the final measuring, and in the
Parallel
bars from (3.63±1.39) to
(6.26±1.48) and made a statistically significant improvement.
The results of the initial and final measuring of both groups for the purpose of a
precise comparison are shown in (Table 3). It can be seen from the results of the initial
measuring, that there is no statistically significant difference of variables among the group.
Before nine-week gymnastics skills learning, there were no significant differences
between the experimental and the control groups in the performance level of gymnastics.
Generally, the
arithmetic
mean for the experimental group before the learning process in the
total gymnastics was (3.83±0.86), whereas for control subjects, it was (3.82±1.01).
A comparison of the results of the final measuring (Table 3) (Fig 1) makes it obvious
that the experimental group achieved significantly better results for the all of the variables.
Overall, the experimental group scored generally higher on the total gymnastics score
(7.59±0.74) than the control group (6.47±0.86).
8
TABEL 3. Results of the initial and final measuring between the experimental and control group
P
T
MEAN
DIFF.
CONT. GROUP
(N = 23)
EXP. GROUP
(N = 21)
VARIABLES
PRE-TEST
.943
.072
0.02
4.54 (0.84)
4.52 (0.98)
Floor
.535
.625
0.32
3.28 (1.97)
3.60 (1.22)
Vault
.557
.591
0.25
3.63 (1.39)
3.38 (1.40)
Parallel Bar
.950
.051
0.01
3.82 (1.01)
3.83 (0.86)
Total
POST-TEST
.001
3.694
0.95
7.10 (0.86)
8.05 (0.91)
Floor
.002
3.420
0.87
6.06 (1.41)
6.93 (1.23)
Vault
.000
3.964
1.53
6.26 (1.48)
7.79 (1.01)
Parallel Bar
.002
3.368
0.82
6.47 (0.86)
7.59 (0.74)
Total
After 9-lecture of Floor exercise learning, the experimental group scored significantly
higher compared with control subjects with a similar baseline. The experimental group
averaged (8.05
±
0.91), whereas control subjects averaged (7.10
±
0.86) score.
The results of the final measuring in (Table 3) (Fig 1) makes it obvious that is
significant differences between the experimental and the control group in the performance
level of straddle jump skill on the Vault. It means that the specific strength training on the
parallel bars has influence on the Vault skills learning like Floor exercise.
Regarding the Parallel bars
there were significant differences in the experimental
group mean, where their values increased to an average of (
7.79
±
1.01
), whereas control
subjects scored (
6.26
±
1.48
).
Figure 1:
the final measuring of the gymnastics performance level of the experimental and control group
8.1
6.9
7.8 7.6
7.1
6.1 6.3 6.5
0
2
4
6
8
10
Floor Vault P.Bars TOTAL
Mean
Exp. Group Cont. Group
Gymnastics performance level
Mean
9
All students in both groups, independent from the physical preparation program they
followed, improved considerably the initial level of performance. Maybe the level of physical
conditioning of participants had a positive effect on learning gymnastics skills as physical
education students possess an efficient level of performance. This verify previous data of
Miletic et al. (2004) which revealed that factors as explosive strength and flexibility
contribute to successful performance in rhythmic gymnastics basic body elements (Tsopani
D. et al. 2012). In current study all the students presented improvements in performance of
gymnastics skills after the 9-week of gymnastics learning course.
The results indicate that the impact of a specialized training program is largely visible
in increased rates of the execution quality of gymnastics performance level. However, it was
found in this study that the experimental group scored generally better than the control group
at the end of the 9-week gymnastics learning with specific strength training on the parallel
bars. Comparing the overall results, the experimental group who learned gymnastics skills
with specific strength training on the parallel bars scored significantly higher than the control
group on the total gymnastics evaluation. The biggest differences between the means of
experimental and control group in the final measurement point, were evaluated on Parallel
bars (7.79 – 6.26), while the smallest differences occurred in straddle jump skill (6.93 – 6.06)
on vault.
George Glassman (2005) agrees that the primary purpose of the specific exercises is
to enhance the sense of movements and the general artistic shape of the skill, and also to
make the players more self-confident. The performed exercises that are in a consistent
manner with the nature of the skill’s performance, and also the use of the operating muscle
group in the skill have an effective impact on improving the physical characteristics; thus
raising the technical performance level for the skill required to be performed (Abd Elrazzak
H. 2015).
A central focus of any training program should be to maximize the transfer-of-
training effect, or the extent to which training adaptations improve sport performance. As
‘‘sport-specificity’’ has gained more attention in the field of strength and conditioning, some
have inadvertently placed undue restraints on the concept (Vladimir P. et al. 2013).
While the transfer of strength to the improvement of force time characteristics is
viewed as a positive adaptation from a theoretical standpoint, the transfer of strength to the
actual sport skills and performance of athletes is paramount. However, previous literature
supports the notion that muscular strength is one of the underlying determinants of strength-
power performance, but is also associated with enhanced endurance performance. Further
research has examined the relationships between an athlete’s strength and their performance
in a variety of sports (Timothy J. et al 2016).
Every athletic activity influences the development of various forms of strength, since
these are sport-specific, and athlete's specialization and training recruit the muscle groups in
which the adaptations occur (Seger & Thorstensson, 2000). Some studies, however, have
demonstrated sport-specific improvement after strength training. An improvement in
handball-throwing velocity in adolescent players has been seen with strength training
01
(Gorostiaga EM. et al. 1999). Swim times and event-specific gymnastic performance has
improved following a resistance training program.
Strength training in swimming improves swimming performance and performance-
related parameters such as increased stroke length, reduced stroke rate and increased tethered
swimming force (Aspenes S et al. 2009). Strength and power training in its various forms has
been used successfully by sprinters, jumpers, throwers, and power related sporting events to
increase performance via changes in the neuromuscular system (MAĆKAŁA K. et al. 2014).
Numerous studies have indicated that specific training in sports (track and field,
gymnastics, swimming, soccer, basketball) and in specific muscle groups improved
performance (vertical jumping, explosive strength of upper and lower limbs, shoulder
extensor and flexor strength, and sprint). Gymnastics improved shoulder muscular strength
and strength of lower limbs of pre-adolescent athletes (Douda, Tokmakidis, Tsiggilis, 1997).
Systematic swimming training increased the strength development of shoulder extensors and
flexors (Amiridis, Cometti, Morlon, & Van Hoecke, 1997). Soccer (Gorostiaga, Inbarren,
Gonazlez-Badillo, & Ibaiiez, 2002), basketball (Foley, 1988; Klizning, 1991), volleyball
(Taunton, & Mills, 2005), and tennis improved the explosive strength of lower limbs and
consequently vertical jumping performance. (Oxyzoglou N. et al 2007)
It is important for gymnasts to have sufficient explosive strength in the musculature of
the lower limbs to carry out the multitude of skills required for jumping while maintaining
bodily control (Marina & Jemni, 2014).
The most important factors influencing the results in artistic gymnastics are: strength,
flexibility (significant influence), endurance (moderate influence) (Atilgan OE 2013), and
speed (slight influence) (Jemni M. 2013). Also Smolevsky & Gavierdovskij are in agreement
that strength capabilities decide to a large extent about the quality and the effectiveness of
teaching gymnastic exercises. A similar view is expressed by Kochanowicz, Sawczyn, and
Zasada, who stress that mastering exercises of great difficulty requires a high level of
development of strength, speed, endurance and flexibility. They indicate the need to develop
these abilities already at the stage of comprehensive training (Kochanowicz A. et al. 2009).
Conclusion
In conclusion, the results of this study showed that, to achieve a good gymnastics
technical level, physical preparation should mainly focus on increasing the strength
characteristics and the ability to resist specific for the whole body manifestations of fatigue.
Acknowledgements
The author would like to thank the students that took part in the study for their
grateful collaboration and commitment, and would like to acknowledge the support of the
staff. There has been no external financial support for this study.
00
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