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
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 5th 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.
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
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
TABLE OF CONTENTS
Page
LIST OF TABLES.……………………………………………………........................vii
LIST OF FIGURES……………………………….…………………………..………viii
CHAPTER 1: NATURE AND SCOPE OF THE STUDY.……...…………………….1
Need for the study….….………..……………………………………..……..….2
Statement of the Problem…………………………………………...……..….....2
Hypothesis……………………………………………………………………….2
Basic Assumptions….…………………………………………………………...3
Delimitations…………….…………………………………………………........3
Limitations….………………………………………………………………..…..3
Definitions…....………………………………………………………………….4
CHAPTER 2: REVIEW OF LITERATURE…………………………………………..5
CHAPTER 3: METHODS………………..…………………………………………..12
Subjects..…….…….……………………………………………………….….12
Instrumentation...……....……………………………………………………...12
Procedures…......……………………………………………………………...13
Data Analysis and Statistics…......…...……………………………………….17
CHAPTER 4: RESULTS…………………….…..……………………………….....18
CHAPTER 5: DISCUSSION…………………………………………………..……22
REFERNCES…...….…………………...……………………………………………25
v
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
LIST OF TABLES
Table
Page
4.1 MS and MF Pre-test/Post-test Scores….……………………………...……………......19
4.2 Girls’ MS and MF Correlation and Significance………..……..…………………...…...20
4.3 Boys’ MS and MF Correlation and Significance……………..……………………...….20
4.4 All Subjects’ MS and MF Correlation...……..……………………………………...…..20
vii
LIST OF FIGURES
Figure
Page
3.1 Sit-and-Reach Form and Technique…………………………………………………….15
3.2 90-Degree Push-up Form and Technique……………………………………………….16
viii
Correlation of Muscular Strength and Flexibility
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 10year-old students.
1
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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 - 5th-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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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-YearOld 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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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 10-11 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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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 5th 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 www.polyenterprises.com 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 12.5”. Before testing was administered, the back part of the box was aligned flush to
12
Correlation of Muscular Strength and Flexibility
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 5th 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, 5th 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 5th 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
Correlation of Muscular Strength and Flexibility
(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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
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 3.2
90-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
Correlation of Muscular Strength and Flexibility
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
Correlation of Muscular Strength and Flexibility
CHAPTER 4
RESULTS
The subjects in the study consisted of forty-four 5th 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 5th 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
Correlation of Muscular Strength and Flexibility
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)
1 - Boy
2 - Girl
3 - Girl
4 - Girl
5 - Boy
6 - Boy
7 - Girl
8 - Boy
9 - Girl
10 - Boy
11 - Boy
12 - Girl
13 - Boy
14 - Boy
15 - Boy
16 - Boy
17 - Boy
18 - Boy
19 - Boy
20 - Girl
21- Girl
22 - Boy
23 - Girl
24 - Girl
25 - Boy
26 - Girl
27 - Boy
28 - Boy
29 - Boy
30 - Boy
31 - Boy
32 - Girl
33 - Girl
34 - Girl
35 - Boy
36 - Girl
37 - Boy
38 - Girl
39 - Boy
40 - Girl
41 - Boy
42 - Boy
43 - Girl
44 - Boy
15
22
25
28
22
23
25
15
28
29
17
19
21
9
12
19
3
20
17
32
13
23
27
26
17
17
16
27
24
11
13
22
30
25
16
33
13
31
22
4
30
25
15
13
12
21
27
31
25
24
23
16
22
29
18
23
22
8
13
21
5
21
21
35
17
21
27
28
18
15
20
30
20
13
13
20
33
26
18
34
15
31
21
2
31
22
20
17
Gain/Loss in
Flexibility
-3
-1
+2
+3
+3
+1
-2
+1
-6
Even
+1
+4
+1
-1
+1
+2
+2
+1
+4
+3
+4
-2
Even
+2
+1
-2
+4
+3
-4
+2
Even
-2
+3
+1
+2
+1
+2
Even
-1
-2
+1
-3
+5
+4
19
Pre-test
Strength
(measured by
total number
of push-ups)
Post-test
Strength
(measured by
total number
of push-ups)
30
8
30
27
50
35
12
13
2
2
30
13
46
30
24
12
1
40
20
20
2
14
22
13
16
4
20
10
40
10
3
40
35
30
21
20
20
30
20
15
70
30
19
25
30
10
30
19
55
40
16
15
4
4
31
15
50
35
27
30
1
46
22
21
5
18
32
20
20
4
30
20
50
12
5
42
36
35
25
35
16
31
21
16
110
31
24
30
Gain/Loss in
Strength
Even
+2
Even
-8
+5
+5
+4
+2
+2
+2
+1
+2
+4
+5
+3
+18
Even
+6
+2
+1
+3
+4
+10
+7
+4
Even
+10
+10
+10
+2
+2
+2
+1
+5
+4
+15
-4
+1
+1
+1
+40
+1
+5
+5
Correlation of Muscular Strength and Flexibility
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 1.000
Sig. (2-tailed)
N
18
Strength – Girls: Pearson Correlation
-0.023
Sig. (2-tailed)
0.928
N
18
Strength
-0.023
0.928
18
1.000
18
Correlation is not significant at p < 0.05.
Table 4.3
Boys’ MS and MF Correlation and Significance
Flexibility
Flexibility – Boys: Pearson Correlation 1.000
Sig. (2-tailed)
N
26
Strength – Boys: Pearson Correlation 0.092
Sig. (2-tailed)
0.653
N
26
Correlation is not significant at p < 0.05.
Table 4.4
All Subjects’ MS and MF Correlation
r value
Female
-0.023
Male
0.092
Total
0.052
Correlation is not significant at p < 0.05 in all cases.
20
Strength
0.092
0.653
26
1.000
26
Correlation of Muscular Strength and Flexibility
In Table 4.2, with a p value of 0.928, the result was not significant at p < 0.05. In Table
4.3, with a p value of 0.653, the result is not significant at p < 0.05. In Table 4.4, with a total r
value of 0.052, the result as not significant at p < 0.05. Therefore, the null hypothesis was
proven due to no significant relationships found between MS and MF in 10-year-old students.
21
Correlation of Muscular Strength and Flexibility
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 2014-2015 Highland Elementary 5th 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
Correlation of Muscular Strength and Flexibility
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 -0.023 and a
final p value of 0.928. 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 0.092 and a final
p value of 0.653. 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 0.052 and
a final p value of 0.733. Accordingly, a significant relationship did not exist at p < 0.05 between
MS and MF in 10-year-old male and female students.
23
Correlation of Muscular Strength and Flexibility
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 5th graders came directly to physical education class after recess as
some other classes do, their tests may have resulted in different outcomes.
24
Correlation of Muscular Strength and Flexibility
REFERENCES
Beunen, G., & Thomis, M. (2000). Muscular Strength Development in Children and
Adolescents. Pediatric Exercise Science, 12, 174-197.
Buchner, D.M., Bishop, J., Brown, D.R., Fulton, J.E., Galuska, D.A., Gilchrist, J., & … Rodgers,
A.B. (2008). 2008 Physical Activity Guidelines for Americans. Retrieved from
www.health.gov/paguidelines/pdf/paguide.pdf.
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, 12-25.
Colorado Department of Education (2009). Colorado Academic Standard: 5th Grade Physical
Education. Retrieved from http://www.cde.state.co.us/CoHealthPE/StateStandards.asp.
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), 238-242.
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), 133-142.
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
Correlation of Muscular Strength and Flexibility
for Adults from the American College of Sports Medicine and the American Heart
Association. Medicine & Science In Sports & Exercise, 39, 1423-1434.
Hunter, G.R., McCarthy, J.P., & Bamman, M.M. (2004). Effects of resistance training on older
adults. Sports Medicine, 34(5), 329-348.
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, 162-172.
National Standards and Grade-Level Outcomes for K-12 Physical Education (2014). SHAPE
America & Human Kinetics. Retrieved from www.shapeamerica.org/standards/pe.
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), 842-846.
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),
226-237.
Physical Activity and Health (1996). A Report of the Surgeon General Executive Summary.
Retrieved from www.cdc.gov/nccdphp/sgr/pdf/execsumm.pdf.
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), 170-175.
Sewall, L., & Micheli L.J. (1986). Strength Training for Children. Journal of Pediatrics
Orthopedics, 6(2), 143-147.
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
Correlation of Muscular Strength and Flexibility
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), 572-584.
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, 302-311.
27
Correlation of Muscular Strength and Flexibility
APPENDIX A
CONSENT FORM FOR THE SUBJECTS
Approved: 9/24/2014
Expires: 9/25/2015
Parent/Guardian Consent Form
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 2014-2015 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 [email protected] or 660-543-4256. 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) 543-4621.
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: __________________
28
Correlation of Muscular Strength and Flexibility
APPENDIX B
ASSENT FORM FOR THE SUBJECTS
Approved: 9/24/2014
Expires: 9/25/2015
Assent Form
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 2014-2015 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 email address is [email protected]
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) 543-4621.
______________________________
Signature of Study Participant
________________
Date
______________________________
Printed Name of Study Participant
______________________________
Printed Name of Parent/Guardian
______________________________
Signature of Researcher
________________
Date
29
Correlation of Muscular Strength and Flexibility
APPENDIX C
HUMAN SUBJECT APPROVAL LETTER
9/24/2014
Adam Michaelson
[email protected]
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
[email protected]
30
Correlation of Muscular Strength and Flexibility
APPENDIX D
MUSCULAR STRENGTH LESSON PLAN
Subject: Physical Education
Grade: 5th
Topic: Physical Fitness Testing
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 www.polyenterprises.com, 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
Correlation of Muscular Strength and Flexibility
APPENDIX E
MUSCULAR FLEXIBILITY LESSON PLAN
Subject: Physical Education
Grade: 5th
Topic: Physical Fitness Testing
Content: Muscular Flexibility/Sit-and-Reach test
Goals: Students will be able to perform the sit-and-reach test using proper form and technique.
Students will understand the importance of muscular flexibility for physical activity.
Objectives: After instruction and demonstration by Mr. Michaelson and a few volunteer students
consisting of proper form and technique, each student will be asked to perform the sit-and-reach
flexibility pre-test and then 8 weeks later a sit-and-reach post-test. In a seated position, students
will stretch forward as far as possible using their entire body.
Rules: 1) Students must be in a seated position, 2) Students must have legs flat on the floor with
feet against the sit-and-reach box, 3) Students must have one hand on top of the other before
stretching, and 4) Students must stretch forward, placing their hands on the board for at least one
second in order for the score to count.
Materials: Wooden sit-and-reach box, recording binder and pencil, Dell Computer with
Microsoft Office and Excel.
Practice: Students can practice stretching 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 sit-and-reach test (legs
on the outside of board).
32