THE RELATIONSHIP BETWEEN ADAPTATIONS IN MUSCULAR STRENGTH AND FLEXIBILITY IN 10 YEAR OLD MALES AND FEMALES. Adam P. Michaelson

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1 THE RELATIONSHIP BETWEEN ADAPTATIONS IN MUSCULAR STRENGTH AND FLEXIBILITY IN 10 YEAR OLD MALES AND FEMALES by Adam P. Michaelson An Abstract Presented in Partial Fulfillment Of the Requirements for the Degree of Master of Kinesiology In the Department of Nutrition and Kinesiology University of Central Missouri May, 2015

2 ABSTRACT by Adam P. Michaelson The purpose of the study was to examine if a relationship existed between adaptations in muscular strength and muscular flexibility in 10-year-old students. Data in this study was collected from forty-four 5 th grade students at Highland Elementary in Littleton, Colorado. A Pearson-Product-Moment Correlation at a.05 level of significance was used to determine if a relationship existed between muscular strength and muscular flexibility in 10-year-old students. Due to a lack of research about this topic with preadolescent students, the study sought to determine if a connection existed between the two fitness tests if a correlation is found in this study between muscular strength and muscular flexibility in 10-year-old children. Moreover, future research is necessary if a correlation was found in this study. However, the findings suggested that a relationship does not exist between muscular strength and muscular flexibility in 10-year-old students.

3 THE RELATIONSHIP BETWEEN ADAPTATIONS IN MUSCULAR STRENGTH AND FLEXIBILITY IN 10 YEAR OLD MALES AND FEMALES by Adam P. Michaelson A Thesis Presented in Partial Fulfillment Of the Requirements for the Degree of Master of Kinesiology In the Department of Nutrition and Kinesiology University of Central Missouri May, 2015

4 THE RELATIONSHIP BETWEEN ADAPTATIONS IN MUSCULAR STRENGTH AND FLEXIBILITY IN 10 YEAR OLD MALES AND FEMALES by Adam P. Michaelson May, 2015 APPROVED: Thesis Chair: Dr. Brad Mears Thesis Committee Member: Dr. Scott Strohmeyer Thesis Committee Member: Dr. Ken Bias ACCEPTED: Chair, Department Kinesiology and Nutrition: Dr. Mike Godard UNIVERSITY OF CENTRAL MISSOURI WARRENSBURG, MISSOURI

5 TABLE OF CONTENTS Page LIST OF TABLES....vii LIST OF FIGURES... viii CHAPTER 1: NATURE AND SCOPE OF THE STUDY Need for the study Statement of the Problem Hypothesis.2 Basic Assumptions....3 Delimitations....3 Limitations Definitions....4 CHAPTER 2: REVIEW OF LITERATURE..5 CHAPTER 3: METHODS Subjects Instrumentation Procedures Data Analysis and Statistics CHAPTER 4: RESULTS CHAPTER 5: DISCUSSION.. 22 REFERNCES v

6 APPENDICES A. CONSENT FORM FOR THE SUBJECTS...28 B. ASSENT FORM FOR THE SUBJECTS.. 29 C. HUMAN SUBJECT APPROVAL LETTER 30 D. MUSCULAR STRENGTH LESSON PLAN 31 E. MUSCULAR FLEXIBILITY LESSON PLAN 32 vi

7 LIST OF TABLES Table Page 4.1 MS and MF Pre-test/Post-test Scores Girls MS and MF Correlation and Significance Boys MS and MF Correlation and Significance All Subjects MS and MF Correlation vii

8 LIST OF FIGURES Figure Page 3.1 Sit-and-Reach Form and Technique Degree Push-up Form and Technique.16 viii

9 CHAPTER 1 NATURE AND SCOPE OF STUDY Elementary physical education teachers are asked to pack a punch into their daily classroom schedules as SHAPE America, Society of Health and Physical Educators (2014), has outlined five broad goals and five broad standards which students should know and be able to demonstrate as they move through their physical education curriculum. In a typical fifth grade elementary class in the Littleton Public School District in Littleton, Colorado, an instructor works with an average of twenty-nine students for forty minutes. This setting dictates an efficient use of time and a teacher skill set of how best to meet those goals and standards for his/her students. From a health perspective, there are three main rationales for encouraging young people to take part in regular physical activity. The rationales are: 1) to optimize physical fitness, current health and well-being and growth and development; 2) to develop active lifestyles that can be maintained throughout adult life; and 3) to reduce the risk of chronic diseases in adulthood (Cavill, Biddle, & Sallis, 2001). Physical education teachers know the five health-related physical fitness components of body composition, muscular strength, muscular endurance, aerobic fitness, and muscular flexibility are the foundation for their classroom curriculum. Lesson plans are built around these components in order to increase student awareness as to their fitness levels. Would not it help a teacher s efficiency and skill set if there was determined to be a relationship between any of these components? Accordingly, the primary purpose and goal of this study was to determine if a relationship existed between adaptations in muscular fitness and muscular flexibility in 10- year-old students. 1

10 Need for the Study There was a need for this study due to a lack of research about this topic with preadolescent students. There has not been a study specifically aimed towards investigating if a correlation existed between the adaptations in MS and MF in 10-year-old children. Since there was a lack in previous knowledge about this particular topic, this study helped uncover if a connection existed between the two fitness tests. Furthermore, if a connection did exist, future research could be conducted to discover what the relationship is between both sets of tests. Statement of the Problem The purpose of this study was to determine if a relationship existed between adaptations in MS and MF in 10-year-old physical education students. The research questions which guided this research were: R1 Is there a significant relationship between the adaptations in MS and MF of 10-yearold female physical education students? R2 Is there a significant relationship between the adaptations in MS and MF of 10-yearold male physical education students? R3 Is there a significant relationship between adaptations in MS and MF of 10-year-old physical education students? Hypothesis This investigation tested the null hypothesis that there would be no significant relationships found as there was inadequate previous research to support an alternate hypothesis. 2

11 Basic Assumptions It was assumed that: 1) participants performed to the best of their abilities; 2) participants understood the proper rules, techniques, and regulations of each test through student and instructor demonstrations prior to each test; and 3) instructor was accurate in administering the tests and recording of the data. Delimitations This investigation was delimited to: 1) The sampling of participants, forty-four - 5 th -grade students, 26 boys and 18 girls, at Highland Elementary; 2) The use of the sit-and-reach box test to determine each subject s muscular flexibility score; 3) The use of the endurance push-up mat to determine each subject s muscular strength score; and 4) The duration of eight weeks to complete the study. Limitations This study was limited by: 1) Daily activities of the subject other than the testing program were not controlled; and 2) The subjects were requested to continue healthy eating habits and exercise regularly outside of P.E. class, occasional variance could occur. 3

12 Definitions For the purpose of this study, terms were defined as follows: Muscular Strength - MS, ability of the muscle to exert force during an activity (Wilmore & Costill, 1994). Muscular Flexibility - MF, the intrinsic property of muscles and joints to go through a full optimal range of motion (Kravitz, 2009). 4

13 CHAPTER 2 LITERATURE REVIEW The primary purpose and goal of the study was to discover if a relationship existed between adaptations in MS and MF in 10-year-old students. The literature related to MS and MF is reported in this chapter. For organizational purposes, the literature is presented under the following topics: (1) The Specifics and the Relationship of MS and MF, (2) The Importance of a Study of MS and MF and Studies Performed, (3) The Importance of MS and MF for 10-Year- Old Students, and (4) Summary. Previous research was limited with regard to elementary students and fitness testing. Specifically, tests done comparing both muscular strength and flexibility in preadolescent children are few. The following summary of the literature reviewed below examined muscular strength and flexibility for people of all ages and if a relationship existed between the two. The Specifics and the Relationship of Muscular Strength and Muscular Flexibility One main component towards living an active and healthy lifestyle is muscular strength. Muscular strength is the ability of the muscle to exert force during a physical activity. Humans use their muscles in various ways each and every day. The key to maintaining and improving MS is performing exercises or physical activities that have a focus towards resistance training. Lifting weights or doing push-ups are just two examples of resistance training methods (Wilmore & Costill, 1994). Muscular flexibility is another critical aspect of physical fitness. The intrinsic property of muscles and joints to go through a full optimal range of motion is referred to as flexibility. Various types of stretching techniques exist to increase flexibility. These methods include passive, dynamic, ballistic, and static stretching (Kravitz, 2009). 5

14 While there is a lack of research in the relationship between MS and MF within preadolescents, one study was performed to discover if MS and MF had a relationship in healthy young adults of both genders. This study, involving fifty young adults (30 men, 20 women), evaluated and recorded the subjects weight, height, limb girths, and skinfolds. Upon obtaining this information, the subjects then had their joint range of motion (MF) and peak skeletal muscle strength (MS) tested. The results showed that women had better flexibility scores than men, and men performed better on the strength tests than women. It was concluded that there was no relationship between muscle strength and flexibility in healthy young adults (Carvalho et al., 1998). The Importance of a Study of MS and MF and Studies Performed Despite common knowledge that exercise is healthful, more than 60 percent of American adults are not regularly active, and 25 percent are not active at all (Physical Activity and Health, 1996, p. 11). MS and MF are two main areas of physical fitness that the general population needs to be aware of throughout their lives. Adequate levels of flexibility and skeletal muscular strength are necessary for the execution of efficient movements, which will provide for a better quality of life. Therefore, both resistance training and flexibility training should be encompassed in a comprehensive training program in order to promote increases in both muscle strength and joint range of motion (Nobrega, Paula, & Carvalho, 2005, p. 846). As previously mentioned, resistance training is greatly beneficial for the improvement of MS. The American College of Sports Medicine (2007), the American Heart Association (2007), and the Physical Activity Guidelines for Americans (2008) suggest that adults participate in strength-resistance training at least twice a week to improve the body s muscles (Buchner et al., 2008; Haskell et al., 2007). This type of training also helps increase lean body mass, decrease fat 6

15 mass, and increase resting metabolic rate in adults (Hunter, McCarthy, & Bamman, 2004; Williams et al., 2007). Additionally, bone health is improved through resistance training in older adults, lowering the risk of osteoporosis (Engelke, Kemmler, Lauber, Beeskow, Pintage, & Kalender, 2006). Peterson, Rhea, Ananda, & Gordon, (2010) performed a large-scale study, involving 1,047 adult male and female participants. This study showed that resistance exercise is an effective modality for aging men and women, and may elicit significant improvement in muscular strength capacity. Furthermore, the study showcased a positive correlation between the intensity of resistance exercise and the degree of strength improvement, however, this study did not address whether there was a positive correlation between muscular strength and muscular flexibility. MF is increased by properly performed stretching exercises. In order to improve flexibility, adults should stretch at least once a day, if not multiple times each day (Harrell, 2006). The general populations who are physically active have greater flexibility in the joints they regularly use compared to their physically inactive counterparts (Kravitz, 2009). Cyrino et al. (2005) studied sixteen adult males over a period of ten weeks to discover different articulations in flexibility behavior. The men were divided into a training group of eight and a control group of eight. The training group did three days a week of resistance training for ten weeks; whereas the control group did not have a set schedule or program of resistance training. Various exercises for the control group included shoulder, hip, elbow, and knee flexion and extension. Data was calculated using ANOVA and ANCOVA for repeated measures, followed by a Tukey post hoc test for P < 0.05 were used for data treatment. Significant increase in flexibility between pre and post experiment were found in TG in shoulder flexion movements (right hemisphere, P < 0.05), hip extension (left hemisphere, P < 0.05), trunk extension (P < 7

16 0.05), trunk flexion (P < 0.05) and trunk lateral flexion (right hemisphere, P < 0.05; left hemisphere, P < 0.01). Although, the effect of the interaction group vs time was only identified in elbow flexion movements (right and left hemisphere, P < 0.05), hip extension (left hemisphere, P < 0.05) and trunk lateral flexion (left hemisphere, P < 0.01). After the ten-week study, it was concluded that resistance training may effectively contribute to the maintenance or improvement of flexibility levels observed in the pre-training period, in different articulations. Again, however, this study was not connected to muscular strength to determine if this focus would show a relationship between MS and MF. Nobrega, Paula, and Carvalho (2005) studied forty-three young adults in their twenties; the primary goal was to discover the interaction between resistance training and flexibility training. The subjects trained twice a week over a period of twelve weeks to determine if specific resistance training would help increase MS or MF. Results showed that there was no change in either strength or flexibility in the group (p > 0.05). Resistance training improved muscle strength either alone (+14%; effect size = 0.53; p < 0.001) or in combination with flexibility training (+16%; effect size = 0.66; p = 0.032), but did not change flexibility (p = 0.610). Flexibility increased with specific training alone (+33%; p < 0.001) or in combination with resistance training (+18%; p < 0.001). After the study was concluded, it was identified that overall, resistance training did not increase flexibility. In the previous study involving the adult male subjects, resistance training helped increase flexibility; whereas in this study, the young adults did not have an increase in flexibility due to resistance training (Cyrino et al., 2005). This study did not extend to elementary-age children to show if there was a relationship between MS and MF for that age group. 8

17 The Importance of MS and MF for 10-Year-Old Students MS and MF are two physical traits that can change positively or negatively over this period of time. Beunen and Thomis (2000) conducted a review of studies that suggested that muscle strength is an important fitness component vital for the execution of daily and sport activities throughout a lifespan. The review also states, In preadolescents, body mass and stature are more important predictors than the interactions (p. 174). Moreover, during growth, strength components are under genetic control with evidence for dominance and reduced genetic transmission from one to the next generation. This study did not reference muscular flexibility s relationship to muscular strength in preadolescents. Woods, Pate, and Burgess, (1992) studied ninety-four boys and girls, ages 9 to 11, with a measurement of each student s MS abilities through a variety of tests including pull-ups, armhangs, and push-ups. Students also had their body fat and weight calculated prior to the fitness tests. The results showed that students with more body fat and weight were hindered in their performance and caused for poorer results on the muscular strength tests. Moreover, students who were more physically fit and active were able to show positive results on the variety of tests. However, this study did not point to a relationship between MS and MF in this age group. Rodriguez, Santonja, Lopez-Minarro, de Baranda, & Yuste (2008) orchestrated a different study involving MF and the sit-and-reach test was conducted involving ninety elementary and middle school students. Participating students were split up into a control group of forty-one and experimental group of forty-nine. The experimental group performed hamstrings stretches for a period of five minutes twice a week during physical education classes for thirty-two weeks. The control group, however, did not participate in any of the hamstring stretches. The final evaluation consisted of both groups performing a hamstring stretch using the 9

18 sit-and-reach test. The experimental group made substantial gains in flexibility while the control group actually had a decrease in numbers. This improvement in MF with the infusion of specific exercises for the experimental group versus the negation of MF exercises for the control group showed a relationship between the two; unfortunately, the study was not extended to include MS. Sewall and Micheli (1986) studied eighteen year old boys and girls, and examined their weight, flexibility, and strength. The study lasted a period of eighteen weeks and the boys and girls were divided into a study group of ten and control group of eight. Students from both groups participated in resistance training methods during the course of the study. The study group had a mean increase in strength of 42.9%, whereas strength in the control group increased 9.5% (p less than 0.05). The study group had a mean increase in flexibility of 4.5% compared with 3.6% in the control group. Results showed that the study group as a whole had a greater increase of strength and flexibility than the control group. This study tied weight to MS and MF and found that a study group increases its strength and flexibility with added resistance training methods while a control group showed a much lesser increase in MS but there was more comparability with their MF increases. Summary As seen in previous studies, physical activity and fitness is beneficial to people of all ages. The goal of physical educators is to provide students with a solid foundation of games, fitness, and activities that they can learn and continue on later in life. Contemporary thinking in public health holds that childhood and adolescent physical activity and physical fitness may influence health status during childhood and adolescence, as well as throughout adulthood (Malina, 2001, p. 162). Furthermore, the various studies show that MS and MF can be increased at every age level with proper resistance training (Cyrino et al., 2005; Nobrega, Paula, & 10

19 Carvalho, 2005; Peterson et al., 2010; Sewell and Micheli, 1986). However, it is still unseen whether or not a correlation existed between MS and MF in preadolescent students. After reviewing all of the previous studies mentioned, the purpose of this study was to determine if a relationship existed between adaptations in MS and MF in 10-year-old physical education students. 11

20 CHAPTER 3 METHODS The research conducted in this study investigated if a relationship existed between adaptations in MS and MF in 10-year-old students at Highland Elementary. This chapter describes the methodology and procedures of the study. Five sections are included: a) subjects, b) instrumentation, c) procedures and d) data analysis and statistical design. Subjects The subjects included 44 participants, 26 boys and 18 girls, in the 5 th grade at Highland Elementary School. The subjects were ten years of age, and the majority of them have been in the Physical Education program at Highland for the last five years. The subjects and their legal guardians signed an assent and consent form prior to participation, agreeing that they could be included in the study. Instrumentation In order to determine the correlation between MS and MF, students performed two different pre and post-tests: 1) 90-degree endurance push-ups measuring muscular strength and 2) Sit-and-reach test measuring muscular flexibility. Each of these tests was based off of the FitnessGram tests. FitnessGram is an educational and reporting assessment tool used to measure physical fitness and activity levels in children. The equipment used for the push-up test included a 20 x 30 push-up mat from that lays flat on the ground. This mat had three different hand placement settings including child, adolescent, and adult. The mat also included a center pad measuring 3 in height. The pad was used for the chest to touch each time a push-up was performed. The sit-and-reach test included a wooden box with the dimensions of 21 x 12 x Before testing was administered, the back part of the box was aligned flush to 12

21 a gym wall. Also, the top of the box included a rolling ruler (1-56 cm) that was used for the students hands to measure how far their reach was for the test. The tests were administered in Highland Elementary Physical education classes. Data recorded for these tests were done by the physical education instructor with each individual student. Every student s score was written by hand in the Physical Education gradebook. Once all of the testing was completed, the scores were entered into a Dell computer in the physical education office. The program used to measure the data was Microsoft Excel. Procedures Once the UCM Human Research Committee approved the full review application for this study, the consent and assent forms were sent to all sixty 5 th grade students at Highland Elementary School. After a week and a half, 44 students had returned their signed consent and assent forms with the appropriate signatures. The first month of school, 5 th grade students performed five fitness pre-tests. Fitness pre-tests included 90-degree endurance push-ups, oneminute sit-ups, sit-and-reach, 50-yard dash, and one-mile run. These tests measure students strength, endurance, flexibility, and aerobic fitness. The tests aligned to a variety of Colorado State standards, which include understanding and applying basic principles of training to improving physical fitness, demonstrating skill-related components of fitness and how they affect physical performance, and connection of the health-related fitness components to the body systems (Colorado Department of Education, 2009). At Highland Elementary, the 5 th grade group was split into two classes of 30 students. In early September, students from each class participated in the strength and flexibility pre-tests. The students were given instructions on proper form, and demonstrations were conducted by the physical education instructor and peer volunteers as to how to perform each test the correct way 13

22 (Appendix D & E). During the MS test, the push-up mat was placed on the floor near the corner of the gym. Once the demonstration of proper form and technique was covered at the beginning of class, students were called over in alphabetical order to come and perform the test. Each subject had to start in a plank position with only their hands and feet touching the floor. Next, the subject had to perform a 90 degree push-up (flexion) with their chest touching the push-up pad and then return back to a plank position (extension). Finally, the subject was finished with their push-up test once any body part besides their hands or feet touched the floor. The number of push-ups was then recorded in the gradebook by the physical education instructor. For the MF test, the sit-and-reach box was placed with the back of it against one of the gym walls. Once the demonstration of proper form and technique was covered at the beginning of class, students were called over in alphabetical order to come and perform the test. Each subject had to start in a seated position with legs flat on the floor with their feet against the front of the sit-and-reach box. Furthermore, each subject needed to have their hands in an overlapping position. Next, the subject had to stretch as far forward as possible without lifting their legs, placing their hands for at least one second on top of the sit-and-reach box. During the time that the subject was holding their stretch, the physical education instructor measured and recorded their score from the placement of the top hand. Once all the scores from the MS and MF tests were recorded in the Physical Education gradebook, the data was then entered into the Dell computer in the P.E. office using the Microsoft Excel program. Over a period of a week, all 44 students involved in this study had completed their pre-tests of flexibility and strength. In Figure 3.1, a student demonstrated how to perform the flexibility test with the sit-andreach box. In this test, flexibility was being tested within the students back and hamstring muscles. In order to perform this test correctly, students needed to be in a seated position with 14

23 legs flat on the ground and feet against the sit-and-reach box. Students then stretched forward as far as they could with their hands in an overlapping position. Once they were at their maximum stretch position, students held their stretch for one full second to count as an official score. The scores were measured in centimeters with a ruler located on top of the sit-and-reach box. All students were given the opportunity to perform warm-up stretches before they completed this test. Of the 44 subjects in this study, the majority of them did some kind of warm-up stretch before actually performing the test. Figure 3.1 Sit-and-Reach Form and Technique Figure 3.1 (left) Student demonstrating resting position for sit-and-reach test; (right) Student demonstrating proper form during sit-and-reach stretch test. In Figure 3.2, a student demonstrated the proper way to perform the 90-degree push-up test of muscular strength. In this test, strength was being tested within the students deltoid, tricep, pectoral, and abdominal muscles. In order to perform this test correctly, students needed to be in a plank position with only hands and toes on the ground. Students then were to touch their chest to the push-up pad used for this test. Students could do as many push-ups as possible, 15

24 with no time limit. The final score was the number of push-ups students did before any other part of their body touched the ground besides their hands or toes. All students were given the opportunity to perform practice push-ups before they completed this test. Of the 44 subjects in this study, the majority of students did a few practice push-ups before performing the actual test. Figure Degree Push-up Form and Technique Figure 3.2 (left) Student demonstrating proper form for beginning of 90-degree push-up; (right) Student demonstrating proper form of muscle flexion during 90-degree push-up. At the end of the eight weeks, all subjects completed their fitness post-tests. The series of tests and activities lasted a total of eight weeks time. The data from each test was submitted into a Dell computer using Microsoft Documents and Microsoft Excel. First, all 44 subjects scores were entered into a MS and MF pre-test and post-test scores table. In order to provide confidentiality, each subject was given a number to provide anonymity for this study. The tables columns included: subject number and gender, pre-test flexibility score, post-test flexibility score, gain/loss in flexibility, pre-test strength score, post-test strength score, and 16

25 gain/loss in strength. Furthermore, separated from the table, the combined boy and girl scores for each test were averaged. Boys best scores and girls best scores were averaged for both sets of tests. The statistical data from the study was entered into a Microsoft Excel spreadsheet to perform data analysis. A Pearson-Product-Moment Correlation at a.05 level of significance was used to determine if a relationship existed between adaptations in MS and MF in 10-year-old students. Data Analysis and Statistics This was a correlational study to determine if a relationship existed between adaptations in MS and MF in 10-year-old physical education students. A Pearson Product-Moment Correlation test was performed to seek out significant correlations for the following hypothesis at a.05 level of significance: HO1 No significant relationship existed between the adaptations in MS and MF of 10-year-old female physical education students. HO2 No significant relationship existed between the adaptations in MS and MF of 10-year-old male physical education students. HO3 No significant relationship existed between adaptations in MS and MF of 10-year-old physical education students 17

26 CHAPTER 4 RESULTS The subjects in the study consisted of forty-four 5 th grade students from Highland Elementary in the Littleton Public School District in Colorado. The subjects were asked to volunteer and participate for this study in physical education class. For the purpose of this study, all sixty 5 th grade students from Highland Elementary were asked to participate and 44 consent/assent forms were returned, for a response rate of 73.3%. Table 4.1 represented the cumulative data collected for MS and MF in male and female participants. Each student was given a number and labeled either boy or girl in order to ensure confidentiality. The table was divided into columns including subject number and gender, pre and post-test scores from the MS and MF tests, and gain/loss for each subject from the MS and MF tests. Subjects included 26 boys and 18 girls totaling 44 students in all. This table provided all the primary data gathered throughout the study. 18

27 Table 4.1 MS and MF Pre-test/Post-test Scores Subject Number and Gender Pre-Test Flexibility (measured by sit-and-reach test in cm) Post-test Flexibility (measured by sit-and-reach test in cm) Gain/Loss in Flexibility 19 Pre-test Strength (measured by total number of push-ups) Post-test Strength (measured by total number of push-ups) Gain/Loss in Strength 1 - Boy Even 2 - Girl Girl Even 4 - Girl Boy Boy Girl Boy Girl Boy Even Boy Girl Boy Boy Boy Boy Boy Even 18 - Boy Boy Girl Girl Boy Girl Even Girl Boy Girl Even 27 - Boy Boy Boy Boy Boy Even Girl Girl Girl Boy Girl Boy Girl Even Boy Girl Boy Boy Girl Boy

28 Tables 4.2 through 4.4 provide the key information to determine a correlation between MS and MF within 10-year-old students. The primary goal was to find out the correlation of MS and MF with female subjects, male subjects, and all subjects involved in the study. Table 4.2 Girls MS and MF Correlation and Significance Flexibility Flexibility Girls: Pearson Correlation Sig. (2-tailed) N 18 Strength Girls: Pearson Correlation Sig. (2-tailed) N 18 Strength Correlation is not significant at p < Table 4.3 Boys MS and MF Correlation and Significance Flexibility Flexibility Boys: Pearson Correlation Sig. (2-tailed) N 26 Strength Boys: Pearson Correlation Sig. (2-tailed) N 26 Strength Correlation is not significant at p < Table 4.4 All Subjects MS and MF Correlation r value Female Male Total Correlation is not significant at p < 0.05 in all cases. 20

29 In Table 4.2, with a p value of 0.928, the result was not significant at p < In Table 4.3, with a p value of 0.653, the result is not significant at p < In Table 4.4, with a total r value of 0.052, the result as not significant at p < Therefore, the null hypothesis was proven due to no significant relationships found between MS and MF in 10-year-old students. 21

30 CHAPTER 5 DISCUSSION This study was designed to investigate the relationship between adaptations in MS and MF in 10-year-old male and female students. The study also examined if there was a correlation between students MS and MF performance scores from their pre and post-tests. The study included 44 students, 26 boys and 18 girls, from the Highland Elementary 5 th grade class. A review of literature revealed that proper resistance training over an extended period of time can lead to an increase in MS and MF for people of all ages (Cyrino et al., 2005; Nobrega, Paula, & Carvalho, 2005; Peterson et al., 2010; Sewell and Micheli, 1986). However, an overall lack of research pertaining to the relationship between adaptations in MS and MF led to the formation of this study. During the initial phase of this study (pre-test), the average combined scores from males and females (20.3 cm & 22.1 push-ups) in MS and MF were both lower than the final phase (post-test) (21.1 cm & 28.8 push-ups). Therefore, the subjects as a whole made a positive increase (+0.8 cm & +6.7 push-ups), following 8 weeks of resistance training during physical education class, for each fitness test. The findings were consistent with research done by Cyrino et al. (2005), Nobrega, Paula, & Carvalho (2005), and Peterson et al., (2010) pertaining to MS and MF increasing in adults after proper training over an extend period of time. Furthermore, data from this study also related to studies conducted by Sewall and Micheli (1986) and Rodriguez et al. (2008); showcasing an increased MS and MF in elementary aged students after strength and flexibility exercises were done over an extended period of time. Yet again, the question as to whether or not there is a relationship between adaptations MS and MF in 10-yearold students remained unsolved. 22

31 Research Question 1: Is there a significant relationship between the adaptations in MS and MF of 10-year-old female physical education students? The results showed that there was not a significant relationship between MS and MF in 10-year-old female students at Highland Elementary. When calculating the correlation between female MS and MF at a.05 level of significance, the results showed an r value of and a final p value of Therefore, no significant relationship at p < 0.05 existed between MS and MF in 10-year-old female students. Research Question 2: Is there a significant relationship between the adaptations in MS and MF of 10-year-old male physical education students? The results showed that there was not a significant relationship between MS and MF in 10-year-old male students at Highland Elementary. When calculating the correlation between male MS and MF at a.05 level of significance, the results showed an r value of and a final p value of Therefore, no significant relationship at p < 0.05 existed between MS and MF in 10-year-old male students. Research Question 3: Is there a significant relationship between adaptations in MS and MF of 10-year-old physical education students? The results showed that there was not a significant relationship between MS and MF in 10-year-old students at Highland Elementary. When calculating the correlation between male and female MS and MF at a.05 level of significance, the results showed an r value of and a final p value of Accordingly, a significant relationship did not exist at p < 0.05 between MS and MF in 10-year-old male and female students. 23

32 In retrospect, one must contemplate if limitations should be considered as factors that could have influenced the outcome of this study. Two limitation variables that would be interesting to examine and monitor for future studies are: 1. Does the growth factor of 10-year-olds impact the results of MS and MF testing? 2. Does the time of day matter for students when performing these tests? The results of this study were framed by the 10-year-old student. In considering the growth factor, students could be weighed and measured over the course of the study to see if weight and height are contributing factors. Examining growth trends and comparing like students against this variable may produce evidence for a correlation between MS and MF. In addition, grouping students by height and weight across grade levels, rather than age, would create an interesting compare and contrast to this thesis. The second limitation that could influence the study results may be the time during the school day that students perform these tests. For example, the 5th grade students involved in this study came directly to physical education class after sitting for an hour and a half in their classroom. Other classrooms of students come to physical education class following their active time of recess. Perhaps if the 5 th graders came directly to physical education class after recess as some other classes do, their tests may have resulted in different outcomes. 24

33 REFERENCES Beunen, G., & Thomis, M. (2000). Muscular Strength Development in Children and Adolescents. Pediatric Exercise Science, 12, Buchner, D.M., Bishop, J., Brown, D.R., Fulton, J.E., Galuska, D.A., Gilchrist, J., & Rodgers, A.B. (2008) Physical Activity Guidelines for Americans. Retrieved from Carvalho, A.C., Paula, K.C., Azevedo, J.M., & Nobrega, A.C. (1998). Relationship between Muscular Strength and Flexibility in Healthy Adults of both Genders. Brazilian Journal Of Sports Medicine, 4(1), 2-8. Cavill, N., Biddle, S., & Sallis, J.F. (2001). Health Enhancing Physical Activity for Young People: Statement of the United Kingdom Expert Consensus Conference. Pediatric Exercise Science, 13, Colorado Department of Education (2009). Colorado Academic Standard: 5 th Grade Physical Education. Retrieved from Cyrino, E.S., de Oliveira, A.R., Leite, J.C., Porto, D.B., Dias, R.M., Segantin, A.Q., & Santos, V.A. (2004). Flexibility behavior after 10 weeks of resistance training. Brazilian Journal of Sports Medicine, 10(4), Engelke, K., Kemmler, W., Lauber, D., Beeskow, C., Pintage, R., & Kalender, W.A. (2006). Exercise maintains bone density at spine and hip EFOPS: a 3-year longitudinal study in early postmenopausal women. Osteoporosis Int., 17(1), Harrell, R. (2006). Stretching and Flexibility. Crossfit Journal Articles, 41, 1-3. Haskell, W.L., Lee, I.M., Pate, R.R., Powell, K.E., Blair, S.N., Franklin, B.A., & Bauman, A. (2007). Physical Activity and Public Health: Updated Recommendation 25

34 for Adults from the American College of Sports Medicine and the American Heart Association. Medicine & Science In Sports & Exercise, 39, Hunter, G.R., McCarthy, J.P., & Bamman, M.M. (2004). Effects of resistance training on older adults. Sports Medicine, 34(5), Kravitz, L. (2009). Stretching: A Research Retrospective. Idea Fitness Journal, 6, 11. Malina, R.M. (2001). Physical Activity and Fitness: Pathways from Childhood to Adulthood. American Journal of Human Biology, 13, National Standards and Grade-Level Outcomes for K-12 Physical Education (2014). SHAPE America & Human Kinetics. Retrieved from Nobrega, A.C., Paula, K.C., & Carvalho, A.C. (2005). Interaction between resistance training and flexibility training in healthy young adults. Journal of Strength and Conditioning Research, 19(4), Peterson, M.D., Rhea, M.R., Ananda, S., & Gordon, P.M., (2010). Resistance Exercise for Muscular Strength in Older Adults: A Meta-Analysis. Ageing Research Reviews, 9(3), Physical Activity and Health (1996). A Report of the Surgeon General Executive Summary. Retrieved from Rodriguez, P.L., Santonja, F.M., Lopez-Minarro, P.A., de Baranda, P.S., Yuste, J.L. (2008). Journal of Science and Medicine in Sport, 23(3-4), Sewall, L., & Micheli L.J. (1986). Strength Training for Children. Journal of Pediatrics Orthopedics, 6(2), Williams, M.A., Haskell W.L., Ades, P.A., Amsterdam, E.A., Bittner, V., Franklin, B.A., & Stewart, K.J. (2007). Resistance exercise in individuals with and without 26

35 cardiovascular disease: 2007 update: a scientific statement from the American Heart Association Council on Clinical Cardiology and Council on Nutrition, Physical Activity, and Metabolism. Circulation, 116(5), Wilmore, J.H., & Costill, D.L. (1994). Physiology of Sport and Exercise. Champaign, Illinois: Human Kinetics. Woods, J.A., Pate, R.R., & Burgess, M.L. (1992). Correlate to Performance on Field Tests of Muscular Strength. Pediatric Exercise Science, 4,

36 APPENDIX A CONSENT FORM FOR THE SUBJECTS Parent/Guardian Consent Form 28 Approved: 9/24/2014 Expires: 9/25/2015 The Relationship between Adaptations in Muscular Strength and Flexibility in 10 year old Males and Females Identification of Researchers: This research is being conducted by Adam Michaelson, Highland Elementary physical education teacher and graduate student at the University of Central Missouri. Purpose of the Study: The purpose of this study is to find out the relationship between adaptations in muscular strength and flexibility among 5th grade students. Request for Participation: I am inviting your child to be included in a study that I will be conducting for my thesis. This study centers around a basic physical fitness test that we do on a yearly basis here at Highland Elementary and I would like to use the data from your child s scores in my study. All 5th grade students will be anonymous in the study. Exclusions: Must be a 5th grade student. Description of Research Method: I will be conducting our school s regular physical fitness tests with students to start the school year. After eight weeks of various exercises, sports units, and other means of physical activity in P.E. classes, I will conduct the same physical fitness tests again with the 5th grade students. There are 5 total tests that we do yearly and they are as followed: 50 yard dash, 1 mile run, sit and reach, 1 minute sit-ups, and endurance push-ups. The 2 main tests that I will be focusing on for this study include the sit and reach flexibility test and the push-up endurance test. A student s grade will not be affected if they do not participate in this study. Privacy: All of the information I collect will be used anonymously in my research. I will not record names, student numbers, or any information that could be used to identify students. Explanation of Risks: There are no risks above the normal daily risks associated with physical activity. Explanation of Benefits: These tests help students see where they are in terms of their fitness levels. They can see how they compare to their peers and to kids their age who are performing the same tests across the nation. Questions: If you have any questions about this study, please contact Dr. Brad Mears, professor and K-12 physical education program coordinator at the University of Central Missouri. Dr. Mears can be reached at mears@ucmo.edu or If you have any questions about your son or daughter s rights as a research participant, please contact the Human Subjects Protection Program at (660) If you are willing to allow your child to participate in this study, please sign this letter and return it to me. I have read this letter and agree to allow my child to participate in this study. Signature: Date:

37 APPENDIX B ASSENT FORM FOR THE SUBJECTS Assent Form Approved: 9/24/2014 Expires: 9/25/2015 The Relationship between Adaptations in Muscular Strength and Flexibility in 10 year old Males and Females Researcher and Research Topic: Hello 5th grade student, this is Mr. Michaelson. I am trying to learn more about physical fitness testing because I want to find out if there is a relationship between our strength and flexibility tests. If you would like, you can be in my study. What will happen in this Research? I will be conducting our school s regular physical fitness tests with students to start the school year. After eight weeks of various exercises, sports units, and other means of physical activity in P.E. classes, I will conduct the same physical fitness tests again with you and the rest of the 5th grade students. There are 5 total tests that we will do and they are as followed: 50 yard dash, 1 mile run, sit and reach, 1 minute sit-ups, and endurance push-ups. The 2 main tests that I will be focusing on for this study include the sit and reach flexibility test and the push-up endurance test. If you choose to be in this study I will use your information from each of these tests. If you choose to not participate in this study, your P.E. grade will not be affected at all. What are the good and bad things that come from you being in the research study? The best thing about you participating in my study will be the fact that you will be helping me out and giving me a better opportunity to find out what I want to know. You will benefit yourself by performing these physical fitness tests and finding out if you improved from pre-test to post-test. There are not any bad things that will happen with this study. This study will not have any risk involved compared to everyday life. We will not share your personal information: I will not use your name in this study, only your fitness scores. Parent/Guardian Approval: If your parents or guardians and you agree to be included in this study, great! Both the assent and consent forms need to be signed and brought back to me in order for you to be involved with my study. Researcher Contact Information: If you have any questions, my address is amichaelson@lps.k12.co.us Agreement: I have decided to be in the study even though I know that I don t have to do it. Mr. Michaelson has answered all my questions and I know that I can stop being in the study at any time. If you have any questions about this, please contact the Human Subjects Protection Program at (660) Signature of Study Participant Date Printed Name of Study Participant Printed Name of Parent/Guardian Signature of Researcher Date 29

38 APPENDIX C HUMAN SUBJECT APPROVAL LETTER 9/24/2014 Adam Michaelson amichaelson@lps.k12.co.us Dear Adam Michaelson, Your research project, 'The Relationship Between Adaptations in Muscular Strength and Flexibility in 10 Year Old Males and Females', was approved by the Human Subjects Review Committee on 9/24/2014. This approval is valid through 9/24/215. Your informed consent is also approved until 9/24/215. Please note that you are required to notify the committee in writing of any changes in your research project and that you may not implement changes without prior approval of the committee. You must also notify the committee in writing of any change in the nature or the status of the risks of participating in this research project. Should any adverse events occur in the course of your research (such as harm to a research participant), you must notify the committee in writing immediately. In the case of any adverse event, you are required to stop the research immediately unless stopping the research would cause more harm to the participants than continuing with it. At the conclusion of your project, you will need to submit a completed Project Status Form to this office. You must also submit the Project Status Form if you wish to continue your research project beyond its initial expiration date. If you have any questions, please feel free to contact me. Sincerely, Janice Putnam Ph.D., RN Research Compliance Officer putnam@ucmo.edu 30

39 Subject: Physical Education Grade: 5th Topic: Physical Fitness Testing APPENDIX D MUSCULAR STRENGTH LESSON PLAN Content: Muscular Strength/Push-up test (Pre & Post-Test) Goals: Students will be able to perform push-ups using proper form and technique. Students will understand the importance of muscular strength for physical activity. Objectives: After instruction and demonstration by Mr. Michaelson and a few volunteer students, each student will be asked to perform a push-up pre-test and then 8 weeks later a pushup post-test. Students will do as many correct push-ups as possible without touching the ground with any body part other than their hands or feet. Rules: 1) Students must start in a plank position with only their hands (pad hand placement) and feet (gym carpet) touching the floor, 2) Students need to perform a 90 degree push-up (flexion) with their chests touching the push-up pad and return to plank position (extension), and 3) Students are finished with their push-up test once any body part besides their hands or feet touches the floor. Materials: Push-up Mat from recording binder and pencil, Dell Computer with Microsoft Office and Excel. Practice: Students can practice push-ups prior to each test in physical education class, at recess, and during their free time outside of school. Accommodations: Students with adaptive needs will be given a modified push-up test (knees on ground). 31