1

CHAPTER 1

INTRODUCTION

Cricket is a bat-and-ball game played between two teams of eleven players on

a cricket field, at the center of which is a rectangular 22-yard-long pitch with
a wicket (a set of three wooden stumps) sited at each end. One team, designated
the batting team, attempts to score as many runs as possible, whilst their
opponents field. Each phase of play is called an innings. After either ten batsmen have
been dismissed or a fixed number of overs have been completed, the innings ends and
the two teams then swap roles. The winning team is the one that scores the most runs,
including any extras gained, during their one or two innings.

At the start of each game, two batsmen and eleven fielders enter the field of play. The
play begins when a designated member of the fielding team, known as the bowler,
delivers the ball from one end of the pitch to the other, towards the wicket at that end,
in front of which stands one of the batsmen, known as the striker. The striker "takes
guard" on a crease drawn on the pitch four feet in front of the wicket. His role is to
prevent the ball from hitting the stumps by use of his bat, and simultaneously to strike
it well enough to score runs. The other batsman, known as the non-striker, waits at the
opposite end of the pitch near the bowler. A dismissed batsman must leave the field,
and a teammate replaces him. The bowler's objectives are to prevent the scoring of
runs and to dismiss the batsman. An over is a set of six deliveries bowled by the same
bowler. The next over is bowled from the other end of the pitch by a different bowler.
 2

The most common forms of dismissal are bowled, when the bowler hits the stumps
directly with the ball, leg before wicket, when the batsman prevents the ball from
hitting the stumps with his body instead of his bat, and caught, when the batsman hits
the ball into the air and it is intercepted by a fielder before touching the ground. Runs
are scored by two main methods: either by hitting the ball hard enough for it to cross
the boundary, or by the two batsmen swapping ends by each simultaneously running
the length of the pitch in opposite directions whilst the fielders are retrieving the ball.
If a fielder retrieves

The ball quickly enough to put down the wicket with a batsman not having reached
the crease at that end of the pitch, that batsman is dismissed (a run-out occurs).
Adjudication is performed on the field by two umpires.
 3

WEIGHT TRAINING

Is a type of physical exercise specializing in the use of resistance to induce muscular

contraction which builds the strength, anaerobic endurance, and size of skeletal
muscles.

When properly performed, strength training can provide significant functional

benefits and improvement in overall health and well-being, including increased bone,
muscle, tendon and ligament strength and toughness, improved joint function, reduced
potential for injury, increased bone density, increased metabolism, increased
fitness improved cardiac function, and improved lipoprotein lipid profiles, including
elevated HDL cholesterol. Training commonly uses the technique of progressively
increasing the force output of the muscle through incremental weight increases and
uses a variety of exercises and types of equipment to target specific muscle groups.
Strength training is primarily an anaerobic activity, although some proponents have
adapted it to provide the benefits of aerobic exercise through circuit training.

Benefits of weight training:

 Increases physical attractiveness

 Increases general physical health

 Increases sport performance

 Helps to rehabilitation
 4

MOTOR ABILITIES

A motor skill is a function, which involves the precise movement of muscles with the
intent to perform a specific act.

The ability to perform complex muscle and nerve acts that produce movement;

Fine motor skills are small movements like writing and tyingshoes, gross motor skills
are large movements like walking and kicking

 Strength
 Speed
 Endurance
 Flexibility
 5

NEED AND BACKGROUND:

In the sport of cricket bowling is the action of propelling the ball toward
the wicket defended by a batsman. A player skilled at bowling is called a bowler; a
bowler who is also a competent batsman is known as an all-rounder. Bowling the ball
is distinguished from throwing the ball by a strictly specified biomechanical definition
which restricts the angle of extension of the elbow. A single act of bowling the ball
towards the batsman is called a ball or a delivery. Bowlers bowl deliveries in sets of
six, called an over. Once a bowler has bowled their over, one of their team mates will
bowl an over from the other end of the pitch. The Laws of Cricket govern how a ball
must be bowled. If a ball is bowled illegally, an umpire will rule it a no ball. If a ball
is bowled too wide of the striker for the batsman to be able to play at it with a proper
cricket shot, the bowler's end umpire will rule it a wide.

There are different types of bowlers ranging from fast bowlers, whose primary
weapon is pace, through swing and seam bowlers who try to make the ball deviate in
its course through the air or when it bounces, to slow bowlers, who will attempt to
deceive the batsmen with a variety of flight and spin. A spin bowler usually delivers
the ball quite slowly and puts spin on the ball, causing it to turn at an angle while
bouncing off the pitch.

Fast bowlers aim to get the ball to the batsman as quick as possible and have a longer
run up. Fast bowling aims to either swing the ball toward (inswing) or away
(outswing) from the batsman while it is in the air, bounce off the ball's seam to make
it move when it hits the pitch, land the ball half way up the wicket (a bouncer) or at
the batsman's feet.
Slow bowlers look to put as much rotation on the ball as possible to make it move off
the pitch toward the bowler (off-spin) or away (leg-spin). A spin bowler will try to
vary their speed and how the ball arrives (its flight) to the known as drift.
 6

There are a lot of players in India who aren‟t aware of exact bowling skills .they don‟t
know the skills about bowling and how should they can improve their bowling
performance .if we have to increase the bowling performance of any player we need
to give him a training program which will help him to develop his motor abilities and
bowling skills.

STATEMENT OF THE PROBLEM

The main purpose behind the study is to see the effect of weight training on motor
abilities and bowling skills on cricket player‟s .the research problem is as under
therefor, researcher has selected this study.

“EFFECT OF WEIGHT TRAINING ON MOTOR ABILITIES AND

BOWLING SKILLS ON CRICKET PLAYERS.AGE 16-18 YEARS”
 7

1.7 OBJECTIVE OF THE STUDY

The objective of the present study was as under.

 To increased physical working capacity of the players for better bowling

performance.
 To improve particular muscle for the enhancement in the performance.
 To improve motor abilities (strength, endurance, speed, flexibility, coordination,)
of the players for better performance.
 To evaluate the performance of weight training.
 To evaluate the performance of the players before the weight training and after the
weight training.

1.8 HYPOTHESIS

H1: To find the effect of weight training on motor abilities of cricket players.

H2: To find the effect of weight training on bowling skills of cricket game.
 8

SIGNIFICANS OF THE STUDY:

 This study will help the players, coaches and associative to lift the standard of the
game.
 This study will find out need and development of weight training for enhancement
of the performance in bowling skills.
 This study will find out that why some players are not able to enhance their
performance and motor abilities.
 The weight training program designed by the researcher may helpful for better
bowling skills and improve motor abilities.

1.9 LIMITATIONS OF THE STUDY

 It was not possible to control the day to day activity of the subject selected for the
experimental group which included diet, food habits and rest.
 Weather/climate which may have effect on the training and performance were
consider as limitations.
 The effect of the daily activities of the subject selected for the experimental group
includes other co-curricular activities was consider as limitations of the study.

1.10 DELIMITATIONS OF THE STUDY

 The study was delimited for the age group 16-18 year boys only.
 The subjects were delimited to 20.
 The experimental period was delimited to 5 days a week with the duration of one
hour in the morning session.
 The study was delimited to bowling skill of the players.
 9

1.11 DEFINATION OF SPECIFIC TERM

CRICKET

Cricket is a bat-and-ball game played between two teams of eleven players on

a cricket field, at the center of which is a rectangular 22-yard-long pitch with
a wicket (a set of three wooden stumps) sited at each end. One team, designated
the batting team, attempts to score as many runs as possible, whilst their
opponents field. Each phase of play is called an innings. After either ten batsmen have
been dismissed or a fixed number of overs have been completed, the innings ends and
the two teams then swap roles. The winning team is the one that scores the most runs,
including any extras gained, during their one or two innings.

MOTOR ABILITY

The ability to perform complex muscle-and-nerve acts that produce movement;

fine motor skills are small movements like writing and tying shoes, gross motor
skills are large movements like walking and kicking.

WEIGHT TRAINING

The ability to perform physical exercise involving lifting weights to improve muscle
performance.
 10

BOWLING:

In the sport of cricket bowling is the action of propelling the ball toward
the wicket defended by a batsman.

There are different types of bowlers ranging from fast bowlers, whose primary
weapon is pace, through swing and seam bowlers who try to make the ball deviate in
its course through the air or when it bounces, to slow bowlers, who will attempt to
deceive the batsmen with a variety of flight and spin. A spin bowler usually delivers
the ball quite slowly and puts spin on the ball, causing it to turn at an angle while
bouncing off the pitch.
 11

REFERANCES

SINGH KAMLESH “A study of effectiveness of strength training program for

promotion of volleyball players for boys aged 14-16 years” completed research
pg.7(2007)

THOMAS D. FAHEY, “basic weight training for men and women”, Mayfield
publishing company Mountain view, California London.pg. 2 to 3 (1999)

VERONICA B CARVALO, “Effect of weight training on muscular strength and

skill performance of volleyball men players” march (2012)

UPPAL A. (2001) “principles of sports training”, friend‟s publication (India) P-98

www.google.com
 12

CHAPTER 2

REVIEW OF TH RELATED LITRATURE:

George and Kristi (2000) to examine the effects of progressive resistance exercise on
resting systolic and diastolic blood pressure in adult humans. Studies were retrieved
via (1) computerized literature searches, (2) cross-referencing from original and
review articles, and (3) review of the reference list by 2 experts on exercise and blood
pressure. Inclusion criteria were as follows: (1) trials that included a randomized non
exercise control group; (2) progressive resistance exercise as the only intervention; (3)
adult humans; (4) journal articles, dissertations, and masters theses published in the
English-language literature; (5) studies published and indexed between January 1966
and December 1998; (6) resting systolic and/or diastolic blood pressure assessed; and
(7) training studies lasting a minimum of 4 weeks. Across all designs and categories,
fixed-effects modeling yielded decreases of 2% and 4% for resting systolic and
diastolic blood pressure, respectively (mean ±SD systolic, -3±3 mm Hg; 95%
bootstrap CI, -4 to -1 mm Hg; mean ±SD diastolic, -3±2 mm Hg; 95% bootstrap CI, -
4 to -1 mm Hg). It was concluded that progressive resistance exercise is efficacious
for reducing resting systolic and diastolic blood pressure in adults. However, a need
exists for additionalstudies that limit enrollment to hypertensive subjects as well as
analysis of data with an intention-to-treat approach before the 37 effectiveness of
progressive resistance exercise as a non pharmacological intervention can be
determined.
 13

George (1997) to examine the effects of dynamic resistance exercise, i.e., weight
training, on resting systolic and diastolic blood pressure in adults. A total of nine
studies consisting of 259 subjects (144 exercises, 115 control) and 18 groups (9
exercise, 9 control) were included in this analysis. With the use of the bootstrap
technique (10,000 samples), significant treatment effect ( 3) reductions were found
across all designs and categories for both systolic and diastolic blood pressure
[systolic, mean ± SD = 4.55 ± 1.75 mmHg, 95% confidence interval (CI) = 1.56 to
8.56; diastolic, mean ± SD 3.79 + 1.12 mmHg, 95% confidence interval CI = 1.89 to
6.33]. Changes corresponded with relative decreases of 3and 4% in resting systolic
and diastolic blood pressure, respectively. In conclusion, meta-analytic review of
included studies suggests that dynamic resistance exercise reduces resting systolic and
diastolic blood pressure in adults. However, it is premature to form strong conclusions
regarding the effects of dynamic resistance exercise on resting blood pressure. A need
exists for additional, well-designed studies on this topic before a recommendation can
be made regarding the efficacy of dynamic resistance exercise as a non
pharmacological therapy for reducing resting blood pressure in adults, especially in
hypertensive adults

Jankowska et al. (2008) Ten patients with stable ischaemic CHF in NYHA class III
(9 men, age: 70 ± 6 years [mean ± SD], left ventricular ejection fraction: 30 ± 5%,
peak oxygen consumption [peak VO2]: 12.4 ± 3.0 mL/min/kg) underwent the
rehabilitation programme which consisted of a 12-week training phase (progressive
resistance exercises restricted to the quadriceps muscles) followed by a 12-week
detraining phase.All subjects completed a training phase of the programme with no
adverse events. Resistance training markedly increased quadriceps strength (right leg:
260 ± 34 vs. 352 ± 28 N, left leg: 264 ± 38 vs. 342 ± 30 N, both p < 0.01 — all
comparisons: baseline vs. after training), but did not affect lean tissue mass of lower
extremities (both p > 0.2). It was accompanied by an improvement in clinical status
(all NYHA III vs. all NYHA II, p < 0.01), quality of life (Minnesota questionnaire: 44
± 15 vs. 33 ± 18 points, p < 0.05), exercise capacity assessed using a distance during
 14

6-minute walk test (6MWT: 362 ± 83 vs. 455 ± 71 m, p < 0.01), but not peak VO2 (p
> 0.2). Plasma NT-proBNP remained unchanged during the training. At the end of
detraining phase, only a partial improvement in quadriceps 39 strength (p < 0.05), a
6MWT distance (p < 0.05) and NYHA class (p = 0.07 vs. baseline) persisted. Applied
resistance quadriceps training is safe in patients with CHF. It increases muscle
strength, improves clinical status, exercise capacity, and quality of life. Applied
resistance quadriceps training is safe in patients with CHF. It increases muscle
strength, improves clinical status, exercise capacity, and quality of life.

Faigenbaum et al. (2007) to compare the effects of a six week training period of
combined plyometric and resistance training (PRT, n = 13) or resistance training
alone (RT, n = 14) on fitness performance in boys (12-15 yr). The RT group
performed static stretching exercises followed by resistance training whereas the PRT
group performed plyometric exercises followed by the same resistance training
program. The training duration per session for both groups was 90 min. At baseline
and after training all participants were tested on the vertical jump, long jump,
medicine ball toss, 9.1 m sprint, pro agility shuttle run and flexibility. The PRT group
made significantly (p < 0.05) greater improvements than RT in long jump (10.8 cm
vs. 2.2 cm), medicine ball toss (39.1 cm vs. 17.7 cm) and pro agility shuttle run time
(-0.23 sec vs. -0.02 sec) following training. These findings suggest that the addition of
plyometric training to a resistance training program may be more beneficial than
resistance training and static stretching for enhancing selected measures of upper and
lower body power in boys.
 15

Sparkes and Behm (2010) to determine differences in physiological and

performance measures after stable and unstable resistance training. Eighteen subjects
(10 men and 8 women) resistance trained 3 days/week under either stable or unstable
conditions for 8 weeks. Pre and post training measures included chest press isometric
force and electromyography activity of the triceps brachii and pectorals major under
stable and unstable conditions and 1-legged throwing distance, balance,
countermovement jump (CMJ) and drop jump (DJ) heights. There were no significant
training group effects found with any measure. However, there was a tendency (p =
0.06) for the unstable training group to improve the stable to unstable chest press
force ratio to a greater degree (24.8%) than the stable group (10.8%). There were
significant overall pre to post training improvements in maximum voluntary isometric
contraction (MVIC) force (13.3%: p < 0.0001), unstable/stable force (18.2%: p =
0.0005), bench press (11%: p < 0.0001), squat (14.9%: p < 0.0001), CMJs (11.2%: p
= 0.002), and DJs (3.3%: p = 0.001), wobble board contacts (12.4%: p = 0.03), and
wobble board on-off ratios (62%: p = 0.005). There was a significant (p < 0.0001)
42.2% greater MVIC force and 43.2 and 33.2% greater triceps (p = 0.003) and
pectoral (p = 0.005) neuromuscular efficiency with stable vs. unstable isometric chest
press. It appears that instability resistance training, which reportedly uses lower
forces, can increase strength and balance in previously untrained young individuals
similar to training with more stable machines employing heavier loads.

Faigenbaum et al. (1999) In twice-weekly sessions of resistance training for 8

weeks, children performed 1 set of 6 to 8 repetitions with a heavy load (n = 15) or 1
set of 13 to 15 repetitions with a moderate load (n = 16) on child-size exercise
machines. Children in the control group (n = 12) did not resistance train. One
repetition maximum (RM) strength and muscular endurance (repetitions performed
posttraining with the pretraining 1-RM load) were determined on the leg extension
and chest press exercises. One RM leg extension strength significantly increased in
both exercise groups compared with that in the control subjects. Increases of 31.0%
and 40.9%, respectively, for the low repetition-heavy load and high repetition-
moderate load groups were observed. Leg extension muscular endurance significantly
 16

increased in both exercise groups compared with that in the control subjects, although
gains resulting from high repetitionmoderate load training (13.1 ± 6.2 repetitions)
were significantly greater than those resulting from low repetition-heavy load training
(8.7 ± 2.9 repetitions). On the chest press exercise, only the high repetitionmoderate
load exercise group made gains in 1-RM strength (16.3%) and 47 muscular endurance
(5.2 ± 3.6 repetitions) that were significantly greater than gains in the control subjects.
These findings support the concept that muscular strength and muscular endurance
can be improved during the childhood years and favor the prescription of higher
repetition-moderate load resistance training programs during the initial adaptation
period.

Carpinett (2003) studied the effect of varied weight training programmes on strength.
The evidence of this study was revived earlier by Bargar that a single set for maximal
strength gains the validity and practical significance of Bargar‟s strength training
study questioned since this study came into existence with well controlled,
methodologically sound studies that minimize confounding variables that was
required to support the hypothesis that multiple sets of exercise elicit superior gains in
strength.

Sankaran (2000) conducted a study on the effect of weight training exercises on the
performance of scooping in hockey on sixty hockey players of Sivagangai District.
Six weeks weight training was given to the students. During the six weeks training
period, the subjects of experimental group were given weight training with the bar
 17

bells. They were also asked to do the skill scooping. The result showed a highly
significant improvement in the subjects of the experimental group after six weeks of
training with specific weight training and exercises.

Zinovieff believes that De Lorme's technique is too fatig‟ueing and exhausting and
that too great a strain is placed on the muscles. Using a modified form of De Lorme's
system, Zinovieff developed what he called the ' Oxford technique1. The Oxford
technique retains the principleof heavy resistance and low repetitions but reverse the
procedure of De Lorme by starting with the heaviest weight first and progressively
decreasing the load..

O'Shea trained three groups of 10 College men each on the / deep knee bent with
berbell weights on the shoulders for six weeks, three days per week and three sets of
exercises each day. Each group was assigned to one of the following pre-regiments :
10 RM, .5 RM and 3 RM; the weight load was increased five pounds per week. The
following criterion were used to evaluate the conditioning effects; hypertrophy by
right thigh girth; "dynamic" strength by 1-RM and 'static' strength, by leg lift on a
dynamometer. All three training routine significantly improved both dynamic and
static strength. However, the difference between the systems were not significant.

Berger and Hardage formed three groups of 23 College men each, in order to study
three repetitive rates in weight training on improvement in muscular strength and
endurance over an 8-week period with three weekly sessions. Repetitive rates were
fast' 18-20, moderate 8-10 and slow 4. The result showed significant increases in both
muscular strength and endurance by all groups. However, differences between the
groups were not significant.
 18

Berger studied "The effect of varied weight training programmes on strength". Nine
different weight training programmes were compared to determine which were more
effective in improving strength. The experiment was conducted, with the bench press
lift for a period 12 weeks with approximately 20 subjects in eachweight' training
programme. Subjects were tested for the 1-RM on the bench press lift at the beginning
of training and at three-week intervals. Training took place three times weekly with
the variations in programmes involving one, two and three sets and two, six and ten
repetitions per set. The result showed that three sets and six repetitions per set were
best for improving strength.

Rash and Morehouse equated efforts in isometric and isotonic training by comparing
the effect of pressing and curling dumb-bells with a static movement exerted for the
same time at the two thirds of each subject's strength. In this study, the strength gains
of the subjects practicing isotonically were significantly greater than for those
employing Isometric contractions.

A different view is exercised by McCloy when he points to muscle strength (which

increases in proportion to size and is an undisputed outcome of weight training) as
one of the three factors necessary in the development of Circulo-respiratory
endurance. An increase in strength, McCloy says, would necessitate fewer muscle
fibres being used by an individual during a given bout of exercise. This being the
case, the one set of fatigue in muscles should be delayed, thereby decreasing the
demand on circulo-respiratory mechanisms and prolonging the period over which
Physical activity could be continued.

Fisher tested 400 Junior High School boys with the 7-item California Physical
Performance test. From the lowest 20 per cent, characterised as "underdeveloped" two
groups of 40 boys each were formed. For 10 weeks, three times a week, one group
 19

trained in a comprehensive PRE weight programme, the other group participated in

the regular physical education classes. The weight training group improved
significantly on all seven of the performance tests. The Physical education group
improved significantly on fourof the tests, sit-ups, 600 yard run, shuttle run and soft
ball throw. The differences between the groups on all tests were not significant.

Masley et. al. studied Weight training in relation to strength speed, and coordination
and concluded that a six week period of weight training significantly increased
strength, speed and coordination and increased strength gained through training with
weights was apparently associated with increased muscular coordination and speed of
movement.

Maxwell et. al. in their study, three groups of 11 subjects were equated on the basis
of bicycling for two minutes at 14 Kg. resistance. Group I did weight training, Group
II used the Commandor • set series of isometric contractions and Group III
participated in normal activities. Finally he concluded that both experimental groups
showed statistically significant differences between the means of the initial and final
scores of the two experimental groups. It is hypothesised that increases in muscular
endurance may be effected by certain programmes of Isometric contraction as well as
by isotonic exercises.

Cuper^ in his study, "the effect of weight training on power, strength and endurance"
concluded that weight training improves muscular strength, muscular endurance,
circulo-respiratory endurance and athletic power. Chui in his study "The effect of
systematic weight training on athletic Power" found that Weight trained group made
greater gain in strength than the non-trained group.
 20

Swegan's experiment reported in the section on "Speed of movement", the effect of

strength training on circulo-respiratory endurance was based on riding a bicycle
ergometer at a pre-determined rate and pre-determined resistance for a long time as
possible; the length of time for the ride and various pulse rate, blood pressure and
blood analysis measures were obtained. Isometric and Isotonic training:' groups
exercised eight muscle group, the right and left elbow and knee flexion and extension.
Significant results were as follows: The Isometric group made a significant gain in
bicycle riding time but the Isotonic group did not; both groups had significant losses
in red blood cell count and haemoglobin percentage, both groups made significant
gain in reducing pre-exercise pulse rate, diastolic and systolic blood pressures and
blood lactate concentration, the differences between the two groups were not
significant on all tests.

Nagle and Irgin studied the effects of two types of weight training on Circulo-
respiratory endurance and related physiological factors. Three groups, two
experimental and one control consisting twenty in each group, were tested doing
moderate and 1 all out1 exercise on a bicycle ergometer. The Experimental group
participated in Weight training programme for a period of 8 weeks and the Control
group participated in archery. The cardio-respiratory endurance time were measured
before and after training. Though there was an indication of improved circulo-
respiratory responses by the Weight training groups following training, statistical
treatment of the data revealed no significant' differences among the three groups in
their responses to exercise
 21

REFERENCES

1. shodhganga.inflibnet.ac.in/bitstream/10603/2925/11/11_chapter%202.pdf
exists between mesomorphy and Roger's physical fitness index, endomorphy and
Vertical jump and ectomorphy and motor ability as measured by the Brace test.
Strength Measures to the Somatotype of Boys 9 thmugh 15 years of Age” Research
Quarterly, 32,( l96l): 449.

2. shodhganga.inflibnet.ac.in/bitstream/10603/10677/8/08_chapter%202.pdf
A literature review can be defined as the selection of available documents ( .....
players in all morphological characteristics and in motor abilities of strength, of
volleyball players.

3. shodhganga.inflibnet.ac.in/bitstream/10603/2858/11/11_chapter%202.pdf
developing selected motor skills. The criterion measures selected were speed, power,
strength, agility and balance Sixty-seven students selected were divided in to two
groups.

4. shodhganga.inflibnet.ac.in/bitstream/10603/79113/3/esther_chapter2.pdf
Puri ( 1985) made a comparison on motor fitness components between ... players.
Bhattacharyya (1993) compared the motor ability of a chaser in Kho-.kho.

5. shodhganga.inflibnet.ac.in/bitstream/10603/9754/8/08_chapter%202.pdf
Keeping in view the objectives of this study a review of related literature has been
taken up in this .... performance was determined by selected motor ability tests.
 22

6. shodhganga.inflibnet.ac.in/bitstream/10603/7691/11/11_chapter%202.pdf
Therefore in designing a resistance training program one may adjust
the resistance and repetitions used to optimize specific outcomes, so that concomitant
gain will be made in muscular strength or muscular endurance. The
investigator reviewed a lot of related literatures pertaining to her study

7. Richard A.Berger, "Effect of varied weight training programmes on strength",

Research Quarterly 33 (March 1962) : 168-

8. Zinovieff, A.N., "Heavy resistance exercise, the Oxford techniques", British

Journal of Physical Medicine 14 (1991) 129 cited by O'Shea, Ibid.

9. Patrick O'Shea, "Effects of selected weight training programme on the

development of strength and muscle hypertrophy", Research Quarterly 37 (March
1986)

10. Richard A.Berger and Billy Hardage, "Effects of Maximum loads for each of ten
repetitions on strength improvement", Research Quarterly 38 (March 1967) : 715.

11. Berger, Op. Cit. 7 Richard A.Berger, "Effect of varied weight training
programmes on strength", Research Quarterly 33 (March 1962) : 168- 81.

12. Rash, P.J.,' and Morehouse, L.E., "Effect of static and dynamic exercise on
muscular strength and hypertrophy", Journal of Applied Physiology (1987)

13.McCloy, C.H., "Endurance" The Physical Education 5 (March 1998)

 23

14.. Arnold G.Fisher, "An experimental Investigation of the Effects of a weight

training programme on under developed Junior High School Boys" (Microcarded
Masters thesis, Sacremento State College, 1996).

15.John W.Masley,. Ara Hairabedian and Donold N.Donaldson, "Weight training in

relation to strength, speed and Coordination", Research Quarterly 24 (March 1953) :
308-15

16.Maxwell and Kimote Ray, et. al. "Effect of Isometric and Isotonic exercise
programmes upon muscular endurance", Completed Research in Health, Physical
Education and Recreation 33 (1962) : 536.

17. Edward K.Cuper, "The effect of weight training on power, strength and
endurance" Research Quarterly 21 (March 1950) : 83.

18.Edward F.Chui, "The effect of systematic weight training on athletic power"

Research Quarterly 21 (1950) : 188-194.

19.Donald B. Swegari, 11 The comparison of static co'ntraction : with standard

weight training in effect . on . certain moyment, speed and endurance" (Microcard
Doctoral Dissertation,.. Pensylvania State University, 1997).

20. Francis J.Nagle and Leslie W.Irvin, "Effects of two systems of Weight training on
Circulo-respiratory Endurance and related Physiological factors", Research Quarterly
31 (December 1960) : 607.
 24

CHAPTER 3

METHODOLOGY

3.1 selection of subject

The subjects for this study were 20 school boys‟ cricket players from Nutan
Madhyamik Vidyalaya and junior college pimpri siddha Nasik, with the age
ranging from 16-18 years.

3.2 Design of the study

Looking towards the objective of the study, the experiment had been designed
as follows:-

20 subjects are selected for the study Pre-test and post-test were conducted on
the subject foe both groups on the strength variables of motor abilities and
bowling skills performance.

The group was given 6 week of training. The training was given 4 days per
week in the evening.
 25

The study was conducted in three phases:-

Phase 1 - pre test

Phase 2 -Training

Phase 3- post test

Phase 1 - Pretest observations

All the selected motor abilities were measured, prior to the experiment, to
record the base line data. Standard tests were administered for this purpose.

Phase 2- Training stimulus

After the pretest of the selected motor abilities the subject of experimental
group underwent 6 weeks of training program. Group received specific
schedule weight training program, whereas group B did not received any of
the training, acted as control, except their regular cricket bowling practice.

Phase 3- post test results

 26

Finally, when the training period of six week was over, the post test on the
selected motor abilities variables were conducted for all the subjects of both
groups. However, all the subjects were administered tests in a similar way as
mentioned in the pre-test.

3.3 selections of variables

Since the purpose of the study was to determine the effects of weight training
on motor abilities and bowling skill for 16-18 age( boys), following
parameters under dependent and independent variables were selected in
consulting with expert and after critical study of related literature.

3.3.1 Dependent variables

 Motor abilities

 Strength
 Speed
 Endurance
 Flexibility

Bowling skills (Speed)

 27

3.3.2 Independent variables: Weight Training Exercises

Exercises:

 Push-ups
 Overhead press
 Lateral raise
 Upright rows
 Sit-ups
 Bench press
 Leg press
 Leg curls
 The lunges

3.4 Selection of Test

VARIABLES TEST TOOLS UNITS

Strength (1RM) Bench press Bench, weights Counts
Speed Shuttle run Stop watch Seconds
Endurance Burpee test Stop watch Counts
Flexibility Sit and rich Sit and reach box Centimeter
Bowling skill Speed test Speed meter Km/h
 28

3.5 ADMINISTRATION OF TEST

Purpose of the study was to find out the effect of weight training on motor
abilities and bowling skills of boys (16-18) years of age the tests were
conducted in the month of Dec. 2016.muscular strength, muscular endurance,
speed, flexibility, coordination, and tests were conducted as follows.
 29

3.5.1 MUSCULAR STRENGTH (1RM)

Purpose: to measure maximum strength of various muscle and muscle groups.

Equipment required: Free weights (barbells dumbbells)

Procedure: One repetition maximum tests (1-RM) is a popular method of

measuring isotonic muscle strength. It is a measure of the maximal weight a
subject can lift with one repetition. It is important to reach the maximum
weight without prior fatiguing the muscles. After a warm up, choose a weight
that is achievable. Then after a rest of at least several minutes, increase the
weight and try again. The athletes chooses subsequent weights until they can
only repeat one full and correct lift of that weight.

Scoring: the maximum weight lifted is recorded. The sequence of lifts should
also be recorded as these can be used in subsequent tests to help in
determining the lifts to attempt. To standardize the score it may be useful to
calculate a score proportional to the person's bodyweight.
 30

Figure 3.5.1 Bench Press

 31

3.5.2 MUSCULAR ENDURANCE TEST

(BURPEE TEST)

Purpose: this is a test of strength endurance, though body control, balance and
coordination are also factors.

Equipment required: stopwatch, non-slip surface.

Procedure: The test requires the athlete to perform as many burpees as possible. The
duration of the test can be from 30 seconds up to 5 minutes. Time how many correctly
performed burpees are completed in the time limit.

Scoring:

A good result for a 30 second test is 16 burpees for men and 12 for women. We need
to perform as many burpees as possible in 30 seconds.
 32

Figure 3.5.2 Burpee Test

 33

3.5.3 SPEED TEST

(SHUTTLE RUN)

Purpose: this is a test of speed and agility, which is important in many sports.

Equipment required: wooden blocks, marker cones, measurement

tape, stopwatch, non-slip surface.

Procedure: This test requires the person to run back and forth between two
parallel lines as fast as possible. Set up two lines of cones 30 feet apart or use
line markings, and place two blocks of wood or a similar object behind one of
the lines. Starting at the line opposite the blocks, on the signal go the
participant runs to the other line, picks up a block and returns to place it
behind the starting line, then returns to pick up the second block, then runs
with it back across the line.

Scoring: Two or more trails may be performed, and the quickest time is
recorded. Results are recorded in the seconds.
 34

Figure 3.5.2 Shuttle Run

 35

3.5.4 FLEXIBILITY TEST

(SIT AND REACH)

Purpose: This test measures the flexibility of the lower back and hamstring
muscles.

Equipment required: sit and reach box, flat surface, and notepad.

Procedure: This test involves sitting on the floor with legs out straight ahead.
Feet are placed with the soles flat against the box, shoulder-width apart. Both
knees are held flat against the floor by the tester, if required. With hands on
top of each other and palms facing down, the subject reaches forward along
the measuring line as far as possible. After three practice reaches, the fourth
reach is held for at least two seconds while the distance is recorded. Make sure
there are no jerky movements and that the fingertips remain level and the legs
flat.

Scoring: The score is recorded to the nearest centimeter or half inch as the
distance reached by the tip of the fingers. The usual scale used for the
Presidents Challenge testing has the zero mark at 9 inches (23 cm) before the
feet, therefore if the subject can reach their toes, their score is 9 inches.
 36

Fig.3.5.4 Flexibility test

 37

3.6 DICRIPTION OF WEIGHT TRAINING EXERCISES

3.6.1 PUSH-UPS

Purpose:

To measure the strength of arms and shoulder

Procedure:

Subject kept his body and legs in a straight line, feet slightly apart, the arms at
shoulder width apart, extended and at a right angles to the body. Keeping the back and
knees straight, the subject lowers the body to a predetermined point, to touch some
other object, or until there is a 90-degree angle at the elbows, then returns back to the
starting position with the arms extended. This action is repeated, and test continues
until exhaustion, or until they can do no more in rhythm or have reached the target
number of push-ups.

Scoring:

Record the number of correctly completed push-ups.

Fig.3.6.1 Push-ups
 38

3.6.2 SIT-UPS

Purpose:

To develop the abdominal muscle

Procedure:

Sit-ups were performed by lying on the back with the knees bent, feet flat on the floor.
Hooking feet beneath a solid object or having a workout partner secure them to the
ground makes this exercise easier to complete. The subject abdominal muscle and his
torso off the ground by bending his hips and slightly rounding his back. He continued
until his torso was upright and his back was completely of the ground, and then
slowly lowered back to the floored.

Scoring:

Record the numbers of correctly completed sit-ups.

Fig.3.6.2 Sit-ups
 39

3.6.3 OVERHEAD PRESS:

Purpose:

To develop shoulder strength

Procedure:

His collarbone and slightly wider than shoulder width, his elbows pointing directly
down at the floor, and his palm s are away from him. He kept his spine in the natural
position and looked directly forward. He drew his abdomen in and up and kept his
chest and ribs high.

He exhaled, pushing his palm directly up toward the ceiling. His shoulder blades were
kept down. His hands remain in the same plane as his torso. His hands were
positioned with his hands directly above his shoulder joints and his shoulder down
and away from his ears. The push was slightly arched to make sure his bone structure
was supporting the weight.
 40

Fig.3.6.3 Overhead press

 41

3.6.4 LATERAL RAISE:

Purpose:

To develop shoulder and arm

Procedure:

Subject began with hands at his sides and his elbows and knees slightly bent. He
grasped the dumbbells with his alms facing his sides.

He elevated his hands to his sides until a horizontal position. His palm faces the
ground. He raised his arms laterally from the side of his body. Keeping his elbows in
the fix position.

Fig.3.6.4 Lateral raise

 42

3.6.5 BENCH PRESS:

Purpose:

To develop the shoulder muscle, pictorials muscle and its strength.

Procedure:

Subject lied on the bench in a supine position with holding the weights in his hand.
Legs were touched to the floor and ready for chest press. Coach told him to start
exercise subject pushed the weight with his both hands to the upward side and slowly
come back to the position as it was. This exercise subjects did as much time as they
are able to do it.

Body remains stable while performing the bench press exercise.

Fig.3.6.5 Bench press

 43

3.6.6 CRUNCH:

Purpose:

To develop the abdominal muscle

Procedure:

Subject placed his hand behind his head while lying flat on the ground. He bent his
knees so that his feet were flat on the floor, keeping his spine long.

He pushed his lower back in to the ground, keeping his spine long, contracting his
abdominal muscle and lifting his upper back off the ground and slightly forward,
exhaling as he came up. His torso curved from his mid-low back to the top of his
head, in straight line up and towards the knees.

Fig.3.6.6 Crunches
 44

3.6.7 LEG PRESS:

Purpose:

To develop the leg strength,

To develop the quadriceps, Hamstring, gluteus Maximus and calves The leg press is
important for building strength in the lower body and the bones.

Procedure:

It was performed by using a vertical leg press machine that uses weight plates or cable
leg press, which the subject pushed on the plate that was attached to the pulley system
with the weight stack at the other end execution. To perform the leg press, the subject
selected the appropriate weight and sat with his back against the leg support. Keeping
his back straight was important so as so prevent injury. Then with his leg against the
plate he pushed until his legs were straight, and then slowly brought his legs back to
the slightly flexed position as at the beginning.
 45

Fig.3.6.7 leg press

 46

3.6.8 LEG CURLS:

Purpose:

To develop leg strength

Procedure:

Leg curls exercises are important for Strengthening and building of the hamstring
muscles. The hamstring can be used to define the strength of the lower body. The leg
curls can be done with the machine or without one. One of the principle ways to do
the leg curls was to lied face down with your leg under the pads. Then curl our legs
upwards and when you are at the highest point, then you can slowly lower your leg
down again to the starting position and repeat. Another variation was the sited leg curl
machine. Sitting straight down on a leg curl machine, but your legs under the pads
and lift, holds bring it back down again.

Fig.3.6.8 Leg curls

 47

3.6.9 LUNGE:

Purpose:

To develop the leg strength, quadriceps muscle and the hamstring muscle.

Procedure:

Subject stood with the one foot forward, the other foot is back. Both feet were facing
straight forward. His front knee was over his front ankle. He lowered his back knee
almost to the floor, and rise up again. He concentrated on squeezing his buttocks to
push himself up, and kept the abdominals tight and the lower back is in neutral
position. He maintained the body in an upright position and avoided leaning forward.

Fig.3.6.9 Lunges
 48

3.7 TRAINING SCHEDULE

The schedule for the training program to the subject of experimental group was
executed for a total period of 6 weeks. The training schedule has been presented in
tabular as follows.

TABLE- 3.7.1 TRAINING SCHEDULE FOR 1ST AND 2ND WEEK

Warming up : 10 minutes

(Slow jogging, striding,

Stretching, general exercise)

Training period : 40 minutes

Cooling down : 10 minutes

Total duration : 60 minutes

SR.NO. EXERCISE SET REPETITION WEIGHT

1 Push-ups 3 15 _
2 Overhead press 3 10 5kg
3 Lateral press 3 10 5kg
4 Sit-ups 3 20 _
5 Bench press 3 15 10kg
6 Crunches 3 20 _
7 Leg press 3 15 15kg
8 Leg curls 3 15 15kg
9 The lunges 3 15 10kg
 49

TABLE- 3.7.2 TRAINING SCHEDULE FOR 3RD AND 4TH WEEK

Warming up : 10 minutes

(Slow jogging, striding,

Stretching, general exercise)

Training period : 40 minutes

Cooling down : 10 minutes

Total duration : 60 minutes

SR.NO. EXERCISE SET REPETITION WEIGHT

1 Push-ups 3 20 _
2 Overhead press 3 15 8kg
3 Lateral press 3 15 8kg
4 Sit-ups 3 25 _
5 Bench press 3 20 15kg
6 Crunches 3 25 _
7 Leg press 3 20 20kg
8 Leg curls 3 20 15kg
9 The lunges 3 20 10kg
 50

TABLE 3.7.3 TRAINING SCHEDULE FOR 5TH AND 6TH WEEK

Warming up : 10 minutes

(Slow jogging, striding,

Stretching, general exercise)

Training period : 40 minutes

Cooling down : 10 minutes

Total duration : 60 minutes

SR.NO. EXERCISE SET REPETITION WEIGHT

1 Push-ups 3 25 _
2 Overhead press 3 15 5kg
3 Lateral press 3 15 5kg
4 Sit-ups 3 30 _
5 Bench press 3 25 10kg
6 Crunches 3 30 _
7 Leg press 3 25 15kg
8 Leg curls 3 20 15kg
9 The lunges 3 20 10kg
 51

CHAPTER 4
ANALYSIS AND DATA INTERPRETATION

The experimental data collected on pre-test and post-test have been analyzed and

presented in this chapter. The data were arranged systematically in tabular forms

associated with graphical presentation and were interpreted logically considering the

scientific values. The result of the study has been presented in in tables.

The data collected by the researcher before and after the experimental has been

analyzed and presented in this chapter. The data were analyzed by using „t‟ test.
 52

4.1 RESULT OF SELECTED VARIABLES AND SKILL

PERFORMANCE OF BOWLING SPEED

Table 4.1
Comparison of mean gain of pre-test and post-test on skill performance of
bowling skills

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Strength 32.15 3.950 37 4.103 -4.85 0.917 -12.36 <.0001

1(RM)
(p<0.05)
Speed 12.62 1.420 11.525 1.283 1.095 0.286 9.06 <.0001
Shuttle run
(p<0.05)
Endurance 10.4 1.729 12.7 1.559 -2.3 0.348 -8.44 <.0001
Burpee test
(p<0.05)
Flexibility 9.25 6.111 11.6 5.780 -2.35 1.292 -8.57 <.0001
Sit & reach
(p<0.05)
Bowling 112.505 3.086 116.88 4.012 -4.38 0.897 -6.9 <.0001
skill(speed) 5
(p<0.05)
 53

4.1.1 Comparison of mean gains in strength (1RM) of male cricket players

In case of strength test 1(RM) the mean performance of experimental group in

pre-test was 32.15 (SD = 3.950) and post-test was 37 (SD = 4.103) the mean gain of
experimental group was -4.85 (SEM =0.917). The result of „t‟ test of the experimental
group showed significant improvement in strength ability (1RM) test. (t =-12.36, p =
<.0001).the same is also presented graphically in fig. 4.1.

Mean performance in strength test

38
37
36
35
Weight in kg

34
33
32
31
30
29
pre-test post-test
Series1 32.15 37

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Strength 32.15 3.950 37 4.103 -4.85 0.917 -12.36 <.0001

1(RM)
(p<0.05)

In the above discussion table no.4.1 and figure 4.1it is evident that the mean
difference in strength (1RM) among the subjects after 6 weeks showed the significant
improvement. Thus, the hypothesis H1: “weight training will give significant
improvement in strength (1RM) test ability” is accepted.
 54

4.1.2 Comparison of mean gain in speed (shuttle run) of male cricket players

In case of speed (shuttle run) the mean performance of experimental group in

pre-test was 12.62 (SD = 1.420) and posttest was 11.525 (SD = 1.283) the mean gain
of experimental group was 1.095 (SEM = 0.286). The result of „t‟ test of the
experimental group showed significant improvement in speed ability (shuttle run) test.
(t = 9.06, p = <.0001) the same is also presented graphically in fig. 4.2.

Mean performance in speed test

12.8
12.6
12.4
12.2
12
seconds

11.8
11.6
11.4
11.2
11
10.8
pre-test post-test
Series1 12.62 11.525

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Speed 12.62 1.420 11.525 1.283 1.095 0.286 9.06 <.0001

Shuttle run
(p<0.05)

In the above discussion table no. 4.1 and figure 4.2 it is evident that the mean
difference in speed (shuttle run) among the subjects after 6 weeks showed the
significant improvement. Thus, the hypothesis H2: “weight training will give
significant improvement in speed (shuttle run) ability” is accepted.
 55

4.1.3 Comparison of mean gain in speed endurance (Burpee test) of male cricket
players

In case of endurance (Burpee test) the mean performance of experimental group

in pre-test was 10.4 (SD = 1.729) and posttest was 12.7 (SD = 1.559) the mean gain of
experimental group was -2.3 (SEM = 0.348). The result of „t‟ test of the experimental
group showed significant improvement in endurance ability (Burpee test) test. (t = -
8.44, p = <.0001) the same is also presented graphically in fig. 4.3.

Mean performance in endurance test

14
12
10
8
Counts

6
4
2
0
pre-test post-test
Series1 10.4 12.7

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Endurance 10.4 1.729 12.7 1.559 -2.3 0.348 -8.44 <.0001

Burpee test
(p<0.05)

In the above discussion table no. 4.1 and figure 4.3 it is evident that the mean
difference in endurance (Burpee test) among the subjects after 6 weeks showed the
significant improvement. Thus, the hypothesis H3: “weight training will give
significant improvement in endurance (Burpee test) ability” is accepted.
 56

4.1.4 Comparison of mean gain in flexibility (sit and reach) test of male cricket
players

In case of flexibility (sit and reach) the mean performance of experimental

group in pre-test was 9.25 (SD = 6.111) and posttest was 11.6 (SD = 5.780) the mean
gain of experimental group was -2.35 (SEM = 1.292). The result of „t‟ test of the
experimental group showed significant improvement in flexibility ability (sit and
reach) test. (t = -8.57, p = <.0001) the same is also presented graphically in fig. 4.4.

Mean performance in flexibility test

14

12

10
Centimeters

0
pre-test post-test
Series1 9.25 11.6

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Flexibility 9.25 6.111 11.6 5.780 -2.35 1.292 -8.57 <.0001

Sit & reach
(p<0.05)

In the above discussion table no. 4.1 and figure 4.4 it is evident that the mean
difference in flexibility (sit and reach) among the subjects after 6 weeks showed the
significant improvement. Thus, the hypothesis H4: “weight training will give
significant improvement in flexibility (sit and reach) ability” is accepted.
 57

4.1.5 Comparison of mean gain in bowling skill (speed) test of male cricket
players

In case of bowling skill (speed) the mean performance of experimental group in

pre-test was 112.505 (SD = 3.086) and posttest was 116.885 (SD = 4.012) the mean
gain of experimental group was -4.38 (SEM = 0.897). The result of „t‟ test of the
experimental group showed significant improvement in bowling skill (speed) test. (t =
-6.9, p = <.0001) the same is also presented graphically in fig. 4.5.

Mean performance in bowling skill

118
117
116
Speed in km/h

115
114
113
112
111
110
pre-test post-test
Series1 112.505 116.885

Variables Pre-test Post-test MD SEM „t‟ Significance

Mean SD Mean SD

Bowling 112.505 3.086 116.885 4.012 -4.38 0.897 -6.9 <.0001

skill(speed)
(p<0.05)

In the above discussion table no. 4.1 and figure 4.5 it is evident that the mean
difference in bowling skill (speed test) among the subjects after 6 weeks showed the
significant improvement. Thus, the hypothesis H5: “weight training will give
significant improvement in bowling skill (speed) ability” is accepted.
 58

Findings:

From the above analysis and interpretation of data, the following findings may be

drawn-:

 Weight training program contributes significantly for the strength ability of

cricket players.

 Weight training program contributes significantly for the speed ability of

cricket players.

 Weight training program contributes significantly for the endurance ability of

cricket players.

 Weight training program contributes significantly for the flexibility ability of

cricket player.

 Weight training program contributes significantly for the promotion of

bowling skill (speed) performance of cricket players.

 59

CHAPTER 5

SUMMERY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The present chapter discuss about the summery of the study, major findings of the
study, conclusion and discussion. It also mentioned the recommendations for the
further researcher.

5.2 Summery

The study propose to find out the effect of weight training on motor abilities and
bowling skills of the 16-18 years boys. The motive of the study was to find out the
effective treatment for improve motor abilities of students. It ultimately develops the
bowling skill as well.

Objective of the study:

 To find out the effect of weight training on muscular strength 1 (RM) ability
of cricket players.
 To find out the effect of weight training on speed (shuttle run) ability of
cricket players.
 To find out the effect of weight training on endurance ability (burpee test) of
cricket players.
 To find out the effect of weight training on flexibility ability (sit and reach) of
cricket players.
 To find out the effect of weight training on bowling skill performance (speed)
of cricket players.
 60

1.5 Hypothesis

H1: “weight training will give significant improvement in strength (1RM) test ability”

H2: “weight training will give significant improvement in speed (shuttle run) ability”

H3: “weight training will give significant improvement in endurance (Burpee test)
ability”

H4: “weight training will give significant improvement in flexibility (sit and reach)
ability”

H5: “weight training will give significant improvement in bowling skill (speed)
ability”

The following were the delimitations of the study:

 The study was delimited to 20 cricket players only.

 The study was delimited to boys only.

 The age group of players was delimited to 16-18 years.

 The players were selected from Nutan Madhyamik Vidyalaya school and
junior college siddha pimpri, Nasik.

 The training program was delimited to weight training program.

 The training program was delimited for the six weeks.

 The variables were delimited to motor ability i.e. strength, speed, endurance,
flexibility.
 61

The following were the delimitations of the study:

 The study had limitations to daily activity.

 The study had limitations to climatic conditions.

 Player‟s perception towards their own behavior may be different so it was also
consider as another limitation.

5.2 Conclusion

From the findings the following conclusion has been drawn:

 Weight training showed significant improvement in strength ability of cricket

players.

 Weight training showed significant improvement in speed ability of cricket

players.

 Weight training showed significant improvement in endurance ability of

cricket players.

 Weight training showed significant improvement in flexibility ability of

cricket players.

 Weight training showed significant improvement in bowling skill (speed) of

cricket players.
 62

5.3 Recommendations

The following recommendations have been forwarded in the light of present study.

 The study recommends that the weight training program should be imparted
among cricket players of school level for improving the skill performance.

 The findings of the study may inspire physical educators, teachers for further
study.

 The findings of the study may be helpful to other players of different games
for the improvement of their games.

 A similar study may be conducted on girls.

 A similar study may be conducted on boys of different age groups and

different level of players.

 Finding of the study may be helpful to concern profession in order to

understand the ability of weight training for the enhancement of agility,
power, coordination and endurance.
 63

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 64

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 66

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2. http:www.gmail.com
3. http:www.google.com
4. http:www.wikipedia.com
5. http:www.shodhganga.com
 67

APPENDIX I
Serial Number, Name, and Code of the Subjects of Experimental
Group
SR. NO. NAME CODE

1 ROHAN KADAM A1

2 GAURAV MORE A2

3 DHANANJAY SANGAMNERE A3

4 RUSHIKESH DHIKALE A4

5 SHUBHAM DHIKALE A5

6 DIPAK PIMPRE A6

7 AKSHAY DHIKALE A7

8 SAURABH DHIKALE A8

9 YOGESH VARADE A9

10 AKSHAY GOSAVI A10

11 GANESH DHIKALE A11

12 ADITYA SALUNKE A12

13 RAHUL DHIKALE A13

14 SAMADHAN DHIKALE A14

15 AKSHAY KAPSE A15

16 ARUN GUNJAL A16

17 SADDAM SHEIKH A17

18 LAKHAN BORSE A18

19 AJAY SONAWANE A19

20 KUNAL DHIKALE A20

 68

APPENDIX II
Raw score in no. of strength 1RM (bench press) of the group:
Subject code Pretest (kg) Posttest (kg)

A1 30 35

A2 38 40

A3 30 35

A4 30 35

A5 40 45

A6 30 35

A7 25 30

A8 30 35

A9 30 35

A10 30 35

A11 30 40

A12 30 30

A13 35 40

A14 40 45

A15 35 40

A16 35 40

A17 30 35

A18 35 40

A19 30 35

A20 30 35
 69

APPENDIX III
Raw score in no. of speed ability (shuttle run) of the group:
Subject code Pretest (seconds) Posttest (seconds)
A1 12 10.5

A2 12.5 11
A3 11.5 11.5

A4 11.7 10

A5 13.2 11.2
A6 10 9.5

A7 12 10.9
A8 11.5 10

A9 14 12.7

A10 13.5 12
A11 15.2 13.5

A12 12 10.5
A13 13 12.2

A14 10.5 10.2

A15 16 14.6
A16 12.7 12.1

A17 13.3 12.7

A18 12.9 12

A19 13 12.2
A20 11.9 11.2
 70

APPENDIX IV
Raw score in no. of endurance ability (burpee test) of the group:
Subject code Pretest (counts) Posttest (counts)

A1 9 11

A2 10 13
A3 8 10

A4 11 12
A5 12 14

A6 10 14

A7 9 12
A8 10 13

A9 13 16
A10 12 15

A11 8 12

A12 7 10
A13 12 13

A14 11 14
A15 10 12

A16 13 13

A17 12 13
A18 9 11

A19 10 14
A20 12 12
 71

APPENDIX V
Raw score in no. of flexibility ability (sit and reach) test of the group:
Subject code Pretest (cm) Posttest (cm)
A1 10 13
A2 7 11
A3 00 4
A4 13 15
A5 9 12
A6 12 14
A7 4 8
A8 -5 -1
A9 15 17
A10 10 12
A11 14 15
A12 11 13
A13 15 18
A14 17 17
A15 -4 -4
A16 9 12
A17 12 15
A18 10 12
A19 14 15
A20 12 14
 72

APPENDIX VI
Raw score in no. of skill performance bowling skills (bowling speed)
of the group:
Subject code Pretest (speed) Posttest (speed)

A1 109.4 112.2
A2 115.3 116.2

A3 117.5 121.1

A4 110.2 117.1
A5 114.5 123.4

A6 111.2 120.0
A7 108.2 115.9

A8 112.8 112.9

A9 117.2 121.1
A10 113.2 121.2

A11 110.9 112.2

A12 113.1 115.7

A13 115.0 117.1

A14 109.0 111.3

A15 110.5 115.3

A16 112.3 114.2

A17 111.9 117.3

A18 118.2 122.5

A19 112.5 121.0

A20 107.2 110.0
 73

APPENDIX VII

Concern letter for the school principal to allowing us for conducting

training on their school children

To,
The principal,
Nutan madhyamic vidyalaya and
Junior college,
Nasik-422003
Subject: Requesting to grant permission for conducting training

Session on your school students

Respected sir,

I, Vishwambhar Jadhav Assistant professor of department of physical

education, Mumbai University, Kalina, Santacruz (E).requesting you for granting
permission to my student named Kapil Shirsath the student of master of physical
education of my department to conduct training session on your school students for
near 6 weeks.

As this training session is the part of their academic syllabus. This training will
conduct on selected boys aged 16 to 18 years.

Benefits of this training session to your school students:

 Student‟s health will get developed.

 Their motor abilities will get developed which will help them to enhance their
performance in bowling skills as well as in various sports.
 Interest will get developed towards sports, fitness and health.

Yours faithfully,

Vishwambhar Jadhav