Relationships between Static and Dynamic Balance and Anticipation Time, Reaction Time in School Children at the Age of 10-12 Years
The aim of this study is to investigate the relationship between anticipation time, reaction time and balance characteristics in school children at the age of 10-12 years. 11 males and 12 females, 23 students in total, studying at Istanbul Sancaktepe Ibn-i Sina Elementary School, whose average age w...
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| Veröffentlicht in: | Universal journal of educational research (Print) 2017-06, Vol.5 (6), p.927-931 |
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| container_title | Universal journal of educational research (Print) |
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| creator | Bozkurt, Sinan Erkut, Oya Akkoç, Orkun |
| description | The aim of this study is to investigate the relationship between anticipation time, reaction time and balance characteristics in school children at the age of 10-12 years. 11 males and 12 females, 23 students in total, studying at Istanbul Sancaktepe Ibn-i Sina Elementary School, whose average age was 11.06 years, average height was 142.78 cm and average weight was 37.6 kg, voluntarily participated in the study. Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p |
| doi_str_mv | 10.13189/ujer.2017.050603 |
| format | Article |
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Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p<0.05). In conclusion, the significant relationships were found between auditory reaction time and 5 mph anticipation time and static and dynamic balance (p<0.05), between 3 mph anticipation time and auditory reaction time and choice reaction time (p<0.05), between choice reaction time and simple reaction time and auditory reaction time (p<0.05). These perceptual motor skills could affect each other. It is suggested that physical education teachers should teach children to improve their anticipation time, balance and reaction time ability during the physical education lesson. 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Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p<0.05). In conclusion, the significant relationships were found between auditory reaction time and 5 mph anticipation time and static and dynamic balance (p<0.05), between 3 mph anticipation time and auditory reaction time and choice reaction time (p<0.05), between choice reaction time and simple reaction time and auditory reaction time (p<0.05). These perceptual motor skills could affect each other. It is suggested that physical education teachers should teach children to improve their anticipation time, balance and reaction time ability during the physical education lesson. 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Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p<0.05). In conclusion, the significant relationships were found between auditory reaction time and 5 mph anticipation time and static and dynamic balance (p<0.05), between 3 mph anticipation time and auditory reaction time and choice reaction time (p<0.05), between choice reaction time and simple reaction time and auditory reaction time (p<0.05). These perceptual motor skills could affect each other. It is suggested that physical education teachers should teach children to improve their anticipation time, balance and reaction time ability during the physical education lesson. 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| ispartof | Universal journal of educational research (Print), 2017-06, Vol.5 (6), p.927-931 |
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| subjects | Correlation Elementary School Students Foreign Countries Motor Development Perceptual Motor Coordination Physical Education Physical Education Teachers Preadolescents Reaction Time |
| title | Relationships between Static and Dynamic Balance and Anticipation Time, Reaction Time in School Children at the Age of 10-12 Years |
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