Feature
No.45
September 2005
 
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The Importance of Agility Related to the Performance Using Lateral Change of the Direction Test for B1 and B2 Athletes.
Nagoor Meera Abdullah, Borhan Yusof & Rozita Abduk Latif, Malaysia
 

Introduction
Previous research clearly shows that regular physical activity and related lifestyle changes can significantly reduce premature death and disability, improve the quality of life, and increase the chances for longevity in the population at large. Children who are visually impaired can gain those same benefits from physical activity. Children who are visually impaired consistently exhibited lower levels of fitness than their sighted peers (Blessing et al. 1993; Buell, 1973; Hopkins et al. 1987; Jankowski & Evans, 1981; Kobberling et al. 1991; Meek et al. 1996; Shindo et al. 1987; Short & Winnick, 1986; Sundberg, 1982; Winnick & Short, 1985).
Yet the need to be fit is even greater for individuals who are visually impaired, since activities of daily living demand increased energy when performed with impaired vision (Arnhold & McGrain, 1985; Buell, 1973; Dawson, 1981; Kobberling et al. 1989; Nakamura, 1997). Previous research on fitness of children with visual impairment is limited. In a review, Skaggs and Hooper (1996) reported only 11 studies published between 1950 and 1993 that addressed physical fitness. In these studies, many different methods were used to assess cardiovascular endurance, muscular strength and endurance, and body composition; the degree of visual impairment of the participants varied widely among the studies; and not all researchers precisely defined the participants’ visual status. Furthermore, sample sizes were frequently low. Nevertheless, with the exception of body composition scores in two studies (Kobberling et al. 1989; Short & Winnick, 1986), the participants who were visually impaired consistently exhibited lower fitness than did their sighted peers.
Children who are visually impaired consistently exhibited lower levels of fitness than their sighted peers (Blessing et al. 1993; Lieberman & McHugh, 2001; Skaggs & Hooper, 1996; Winnick & Short, 1985). There are also many techniques or methods on how to guide a blind runner to do the physical activity or sports in particular. In addition to the advantages of running with a sighted guide, the runner who is using a tether has some space and feels more independent than other guiding techniques ((Lieberman et al. 2001).

Purpose of Study
Regular training has benefits on physical fitness among visually impaired athletes. The purpose of this study is to investigate how the motor fitness of agility influences the performance of the athletes.

Research Objectives
The objectives of this study are:1. To set up a benchmark to measure agility among B1 and B2 visually impaired athletes.

2. To assess agility among B1 and B2 visually impaired athletes.

3. To identify the differences between B1 and B2 visually impaired athletes.

Methodology
A total of 39 athletes were recruited voluntarily for this study whereby 24 were male and 15 were female. The athletes were limited to visual impairment athletes who represented Malaysia and who recently took part in two Paralympic Track and Field circuits. Athletes selection was based on two medical classification classes – B1 and B2. These classes are based on the regulation set by the International Blind Sports Association (IBSA).



Test
Lateral Change of Direction Test (LCDT)
LCDT (figure 1) was used to measure the physical fitness (specifically agility) of the athletes. The objective of this test was to monitor the development of the athlete’s speed with directional change. This test is also known as the 20 meter shuttle run. Totally blind athletes executed this test with the help of the tester, assistant and also their friends. Methods that are used are guide wire system, tether or running side by side.
Test procedures
1. Equipment needed were a flat surface (running track would be ideal), three cones, stop watch and an assistant.

2. Three cones were set five meters apart on a straight line.

3. The athlete started at the middle cone.

4. The coach gave the signal to start and pointed to a specific direction, right or left.

5. The athlete then moves and touches the first cone, returns past the middle cone (start) to the far cone, touches it and then returns to the middle cone, touching it too.

The coach starts the stopwatch on giving the ‘GO’ command and stops the watch when the athlete touches the middle cone. The best score out of the two circuits in each direction were recorded.
Figure 1: Lateral Change of Direction Test
Results
Table 1: Subjects Characteristics
Variables n male n female n overall
Age (M)(SD) 24 14.83 ± 0.49 15 13.93 ± 0.60 39 14.49 ± 0.38
n % n % n %
Classification
B1-Totally Blind 10 55.6 8 44.4 18 100
B2- Partially Blind 14 14 66.7 7 33.3 21 100
Weight (mean) 24 49.1 ± 14.8 15 42.0 ± 11.9 39 46.4 ± 14
Height( mean) 24 1.51 ± .12 15 1.4 ± .12 39 1.50 ± .09
BMI (mean) 24 22.4 ± 5.5 15 18.9 ± 6.8 39 21.0 ± 6.2

Table 1 shows the Mean (M) of subjects according to age, classification, weight, height and BMI. Subjects for this study consists of totally (B1) and partially blind (B2) athletes (n=39; totally=18, partially=21) from Paralympic Circuit Championship.
Table 2: Paired Sample T-Test during the lateral Change of Direction Test
Factor Mean(SD) t df Sig. (2 tailed)
Pair 1: Test 1(L)- Test 2 (L) -0.0067 (.123) -.330 38 .743
Pair 2 :Test 1(R) –Test 2 (R) .0051 (.164) .195 38 .846
P < 0.05 significant level
To determine the significant different between test 1 and test 2, paired sample T-Test was used. Results showed that there was no significant different between Test 1 and Test 2 (table 2). The results indicated the levels of agility between trials remained the same.
Table 3: Independent T-Test for Test 1: left and right movement during the Lateral Change of Direction Test
Class M SD F t df Sig.(2-tailed)
Test 1 Left: B1 8.83 1.48
Test 1 Left: B2 7.16 .87 4.3 4.20 26.56 .000
Test 1 Right: B1 8.85 1.54
Test 1 Right: B2 7.12 .91 4.91 4.20 26.70 .000

Table 4: Independent T-Test for Test 2: Left and Right Movement during the Lateral Change of Direction Test
Class M SD F t df Sig.(2-tailed)
Test 1 Left: B1 8.89 1.48
Test 1 Left: B2 7.13 .925 3.77 4.20 26.81 .000
Test 1 Right: B1 8.84 1.55
Test 1 Right: B2 7.12 .924 3.89 4.14 26.85 .000

Independent sample T-Test was used to determine the significant different between B1 and B2 athletes on Test 1 and Test 2. Results showed that there was a significant difference between B1 and B2 athletes on Test 1 (table 3).
Independent T-Test also was used to determine the significant difference between B1 and B2 athletes on Test 2. Results indicated that the levels of agility between totally and partially blind athletes showed differences in terms of performance score.
Table 5: Pearson Correlation (PC) between Test 1 and Test 2 On Lateral Change of Direction Test
Class Test 1: Left Test 1: Right Test 2: Left Test 2: Right
Class Pearson Correlation 1 -.582** -.583** -.581** -.577**
Sign.(2-tailed) . .000 .000 .000 .000
N 39 39 39 39 39
** Correlation is significant at the 0.01 level (2-tailed)
The result of the score suggested that partially blind athletes have better agility than their totally blind athletes.


Figure 2: Mean time for Test 1 (left and Right movement) for totally blind (B1) and partially blind (B2)
The result showed that the totally blind athletes face some difficulties to score lower time compared to the partially blind athletes.


Figure 3: Mean time for Test 2(left and right movement) for totally blind (B1) and partially blind (B2)

Discussion
Agility is important in all activities and sports. Agility tests are best used for diagnostic purposes, to determine which impairment has possessed poor agility. This study shows, that the totally blind posses a low level of motor skills. Both tests for totally blind athletes shows very slow results compared to the partially blind athletes. Both visually impaired athletes face difficulties to focus on the speed and the length or space between two points.
In agility tests, there are three items that have to be completed which are (1) change in running direction, (2) change in body position, and (3) change in body part direction. This is difficult for totally blind athletes because they need to control their speed during the execution of the test. The athletes must know how fast they must go and how the distance or space that they must run. On the other hand, they are also afraid to run faster because they might fall down or hit something. This is the main reason why both the totally and partially blind athletes face some difficulties to perform in this test.
Despite the lack of significant differences between the totally blind athletes and partially blind athletes, the patterns of differences are truly major compared with the sighted athletes. In this study, all partially blind athletes performed better than the totally blind athletes, but very low compared to the sighted athletes. Visually impaired children have a greater need to be fit because engaging in everyday tasks demands more energy than for their sighted counterparts (Arnhold & McGrain , 1985; Buell , 1973; Dawson , 1981; Kobberling et al. 1989; Nakamura , 1997). For example, performing activities for daily living without sight requires additional attention to directional orientation, safety, and location of objects in space (Buell, 1973).
Some factors that lead to a lower level of motor skills in this study is that the totally blind athletes must have a partner to guide them, athletes also have to run and change body position and direction.
Some reasons for reduced activity levels
Skaggs & Hooper (1996) suggested that the reasons for lower activity include limited expectations, the lack of or inadequate programming, poor professional preparation, concerns about liability and ignorance of potential. Visually impaired children are applauded merely for participating in some activities, rather than for achieving the high standards of performance set for sighted children of the same age.
Conclusion
The increased awareness on physical activity can promote a good physical fitness. Though physical activity participation is not essential for healthy lifestyle, many individuals enjoy taking part in physical activity and the enjoyment is usually greater for individual possessing skill-related physical fitness and health-related fitness. Present studies found that athletes with disability are not maintaining a healthy physical activity.

References
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Nagoor Meera Abdullah
Faculty of Sports Science and Recreation
Universiti Teknologi Mara (UiTM)
Malaysia






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