FULL TEXT - Antropomotoryka

NR 58
AN­T RO­P O­M O­T O­R Y­K A
2012
IN SEARCH OF TRIALS EVALUATING
THE RHYTHM OF MOVEMENT
W POSZUKIWANIU PRÓB OCENIAJĄCYCH
RYTM MOTORYCZNY
Adam Haleczko*, Leszek Korzewa**, Ewa Misiołek**, Urszula Włodarczyk**
***PhD, Wrocław, ul. Kotsisa 21/4, Poland
***PhD, Department of Athletics and Gymnastics, University School of Physical Education in Wroclaw, Poland
Key words: rhythm of movement, muscles relaxation, 10-year-old children, tests
Słowa kluczowe: rytm motoryczny, rozluźnienie mięśni, dzieci dziesięcioletnie, testy
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Introduction. In one of our previous works devoted to the selection of children for sports training, in a battery of tests evaluating motor preparation we omitted the trials evaluating the rhythm of movement and ability
of muscles relaxation. These two components of motor skills are essential for the diagnosis and prognosis of
subsequent achievements of children. In this study we consider the first of them, the value of which, especially
in the field of teaching and perfecting the technique of movement, has been highlighted by a number of authors. The omission of the concept of the sense of rhythm from selection tests, despite such positive feedback,
resulted from the lack of practically proven and adequate method of testing and evaluating this ability. In his
work Hiriartborde, who used factor analysis, demonstrated the absence of one independent evaluator of this
ability in the motor sphere. The above conclusion was also confirmed in studies carried out by Raczek and
Mynarski. The results of these studies have explained the reasons for low effectiveness of the performance
measurement tools used so far in this area.
Aim of the study. The research was purposed to gather the information about the possibility of applying
several motor tests to assess the sensory aspects of the rhythm of movement.
Material and methods. The sample under study included 83 boys and girls, the fourth-graders at two elementary schools. The analysis contained morphological and chronological age, 5 results of motor tests used
in selection for sports training, which were supplemented by two rhythm aptitude tests (lateral step-test and
lateral step-test after the metronome signals). The material was analyzed statistically by calculating the basic
indices and simple correlations.
Results. The obtained results were presented in 4 tables informing about the size, variability and relationships
between the data. The analysis showed significant connections between both-feet lateral jumps and two attached
tests of lateral steps, but the above links evaluated in terms of correlation coefficient and ranged near the critical
threshold of significance. In the group of girls the relationship between the step-test and the total result of the
set of selection tests turned out to be significant. In the trial with the metronome, there was no such relationship.
Interesting was also the correlation of the last trial with crossing the ladders in the hanging position, which is
statistically significant in the group of girls. In boys the coefficient r approached only to significance threshold.
Summing up, in the two included tests, especially in girls, certain elements of the sense of rhythm were observed.
However, results of these tests were less effective in terms of diagnosis than both-feet lateral jumps.
Conclusions. From among the above three tests, both-feet lateral jumps and other two attached tests adapted
to study on the rhythm of movement, only the first one occurred to be effective in evaluating the rhythm of
movement. The remaining two, despite low relationships, provided the information which confirmed the Hiriartbode’s hypothesis of several factors comprising the ability to perform rhythmic movements. The tests mentioned
above require further study to be assessed more deeply, which may help to increase their relevancy.
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SUMMARY • STRESZCZENIE Adam Haleczko, Leszek Korzewa, Ewa Misiołek, Urszula Włodarczyk
Wstęp. W jednej z naszych wcześniejszych prac poświęconych doborowi dzieci do szkolenia sportowego,
w zestawie testów określających przygotowanie motoryczne zabrakło prób oceniających poczucie rytmu motorycznego oraz zdolności do rozluźniania mięśni. Te dwie składowe motoryki mają istotne znaczenie dla diagnozy
i prognozy późniejszych osiągnięć dzieci. Rozpatrujemy pierwszą z nich, której wartość, szczególnie w nauczaniu
i doskonaleniu techniki ruchu, podkreśla szereg autorów. Niewłączenie czucia rytmu do testów doboru, mimo tak
pozytywnych opinii, wynikało z braku sprawdzonej w praktyce, adekwatnej metody badania i oceny tej zdolności.
Prace Hiriartborde`a z zastosowaniem analizy czynnikowej udowodniły, że nie ma w sferze motoryki jednego
samodzielnego testu oceniającego tę zdolność. Potwierdziły to badania Raczka i Mynarskiego. Wyniki ww. badań
wyjaśniają przyczyny niskiej skuteczności stosowanych dotąd narzędzi pomiarowych w tej dziedzinie.
Cel pracy. Zebranie informacji o możliwości zastosowania kilku prób motorycznych do oceny czucia rytmu
motorycznego.
Materiał i metody. Badaniami objęto 83 dzieci obojga płci z klas czwartych dwu szkół podstawowych. W analizie uwzględniono wiek metrykalny i morfologiczny uczniów oraz wyniki pięciu prób motorycznych stosowanych
w ramach doboru do szkolenia sportowego, które uzupełniono dwiema próbami, które jak hipotetycznie przyjęto
mogły służyć do badania uzdolnień rytmicznych (boczny step-test i boczny step-test z sygnałami metronomu).
Materiał opracowano pod względem statystycznym, obliczając podstawowe wskaźniki i korelacje proste.
Wyniki. Uzyskane dane przedstawiono w czterech tabelach informujących o wielkości, zmienności i związkach przeprowadzonych pomiarów. Analiza korelacji wykazała istotne związki przeskoków bocznych obunóż
z obu dołączonymi próbami bocznego step-testu, aczkolwiek więzi między tymi dwiema, ocenione za pomocą
wartości współczynnika korelacji, wahały się w granicach progu istotności. W grupie dziewcząt znaczący okazał
się związek step-testu z łączną oceną zestawu selekcyjnego testów, przy czym w próbie z metronomem nie zaobserwowano korelacji. We wspomnianej grupie uwagę zwraca istotny związek tej ostatniej próby z przejściem
drabinek w zwisie, podczas gdy u chłopców współczynnik r zbliżył się jedynie do progu istotności. Reasumując,
w obu dołączonych próbach, szczególnie u dziewcząt, obserwuje się pewne elementy czucia rytmu. Ustępują
one jednak pod względem diagnozy próbie przeskoków bocznych obunóż.
Wnioski. Z trzech prób: przeskoków bocznych obunóż i dwóch dołączonych, które przyjęto do badania rytmu
motorycznego, skutecznym narzędziem do oceny rytmu motorycznego okazuje się tylko pierwsza. Dwie pozostałe,
mimo niskich związków, dostarczają jednak innych informacji, co potwierdza hipotezę Hiriartborde`a o kilku czynnikach składających się na zdolność rytmizacji ruchów. Wymienione próby wymagają dalszych prac nad głębszym
ich poznaniem i ewentualną możliwością zwiększenia ich trafności.
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Introduction
Maria Kapczyńska [1, p. 1] begins her dissertation
upon the study and evaluation of rhythmic movement
for physical education and sports with the words: “The
natural tendency of human body is the tendency to get
maximum benefit with minimum energy.” Saving vital
energy positively affects the rhythmization of activities
aimed at ordering the motor process. Kapczyńska defines it pointing out that “The rhythmicity of movement
we understand as the compliance of a movement with
the rhythm of motion (subjectively) intended by a movement performer, or the rhythm (objectively) imposed
on him/her from the outside by a variety of rhythmic
signals [1, p. 15].” In somewhat different manner these
two forms of rhythm determine Mynarski and Raczek
[2, p. 32], who stipulate that this pheno­menon “manifests itself in the adaptation of movements to given
(external) rhythms or in applying purposeful, intentional (internal) rhythm of a performer.” In particular,
the rhythmicity of movement is linked with human motoricity in workplace as well as in the area of physical
education and sport, being most evident in physical
fitness of a high level.
Bearing the above-mentioned in mind, we made an
attempt to verify the applicability of several tests aimed
at assessing motor coordination abilities on the grounds
of motor rhythmicity. In our previous text published in
Antropomotoryka-Kinesiology no. 45 [3] we presented
a battery of tests designed to assess motor ability and
coordination skills in 10-year-olds for the purposes of
selection for sports training. In the aforementioned battery of tests we omitted, however, through lack of proven scientific measurement tools (especially in terms of
accuracy), the issues of the sense of motor rhythm and
ability of muscles relaxation. Among the few that have
expressed the alarm at lack of tests for evaluation the
sense of motor rhythm and ability to muscle relaxation
are, to best of our knowledge, Lyakh and Foreman [4].
Unfortunately, this lack exists even today, in opposition
to standpoints of major authors in this field, regarding
these two abilities as priority areas for achievements
in sport. Particularly meaningful in this regard are the
words of Meinel [5, pp. 180–181]: “Under the term
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In search of trials evaluating the rhythm of movement
′concept of rhythm of movements′ we understand the
dynamic structure of motor movement, shaped by the
periodic variation of tension and muscle relaxation.
This applies not only to cyclical movements, but also
acyclic. Characteristic variation in tension and relaxation is typical for throws and jumps.” The author also refers to sports training as such, formulating remarks for
physical educators and coaches: “Great achievements
in competitive sports are permanently associated with
the interdependence of great strength and ability to relax [5, p. 196].” Sozański and colleagues [6] emphasize the purposefulness of motor rhythm research on
children and youth attending sport schools, providing
information about the dynamics of changes in that ability during the years of education and training, as well as
an element of selection for sports training.
Czajkowski [7, p. 29] in his comments on R.A.
Schmidt’s book, Motor Learning and Performance from
the Practical Principles, refers to Schmidt’s arguments
for developing temporary movement programs, and
suggests following Schmidt’s key recommendation:
“Capturing and mastering the basic rhythm movement
is a top prior and most difficult task; after mastering it
the use of different variables of performance indicators
is much easier.” Similarly expresses this problem Meinel
[5, p. 193]: “The mastery of rhythm, even roughly, is the
cornerstone and the foundation of the first success in
professional sports mobility.” Mayor and Stronczyński
[8, p. 69] in a comprehensive study discussing the
importance of rhythm in teaching and advancing the
movement, among other things state: “The higher is
the stage of improving sporting technique, the more
pronounced is the role of the rhythm contained inside.
The rhythm somehow emphasizes the quality of the
art in the dynamic time-space dimension.” This raises
the question of why, despite the great importance of
this capacity for training and achievements in sport, in
practice there are no proven methods of testing and accurate measuring.”
In the mid-twentieth century several works determining the rhythm on the grounds of factor analysis were produced. Special attention should be paid
to the study of rhythmic motor abilities published by
Hiriartborde [9]. The experimental material consisted
of 65 female students at the Higher School of Physical
Education in Paris. Measurement tool was made up
of three sets of tests. The first set consisted of seven
rhythmic tests, the second one included five psychomotor tests, whereas the third one was formed of music
and personality tests. After taking out the tests con-
cerning music and personality from the measurement
tool, only 21 variables were taken into account in the
analysis, and from among five considered factors only
3 were significant. This allowed the author to formulate
the hypothesis about the absence of one independent
factor responsible for the sense of rhythm and to point
out that these three that had emerged, constituted the
basis of rhythmic abilities. The first factor was determined by the perception of rhythm. The second (in the
factor analysis IV), in Hiriartborde’s opinion, was dependent on synchronized response to rhythmic stimuli.
The third factor was responsible for practicing complex
movements while involving different body parts. These
were the movements that occurred in various sports
that required good coordination. In conclusion of his
research Hiriartborde opted for the independence of
three factors selected by rhythmic aptitude, suggesting
at the same time that it was impossible to enclose the
sense of rhythm globally. The above results were confirmed by the research of Mynarski and Raczek [2], who
employed factor analysis to determine the coordination
motor abilities of children and adolescents. The sense
of rhythm did not emerge as an independent factor in
the course of analysis. The results of the aforementioned studies present the level of difficulties caused
by the great demands for the construction of a tool for
measuring motor rhythmic ability test that would fully
satisfy all the researchers.
In this case, the only thing was to search for tests
providing detailed information about the factors that constitute the sense of rhythm. Among the attempts to determine this ability we put our modification of Schilling test
[10] as a tool in selecting children for sports training (the
description of which you can find in AntropomotorykaKinesiology no. 52 [11]). Apart from the assessment of
motoricity, this modified test is distinguished by a diagnosis of mental ability of candidates and this seems to
be important, bearing in mind Hiriartborde’s comments
[9] that in the study devoted to rhythm and motor coordination Wight also took into account children’s intelligence quotient. In accord with the above-mentioned
there was demonstrated that both rhythmization and intelligence were two components of motor coordination.
Raczek and Mynarski [2] have recommended jumps
over a bar (the original version) as a key element in
evaluation the ability to perform high-frequency motion.
In his later work Mynarski [12] describes, after all, jumps
over a bar as a tool examining the frequency of movement throughout the body. Raczek [13] counts Schilling
test among tools assessing both coordination abilities
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Adam Haleczko, Leszek Korzewa, Ewa Misiołek, Urszula Włodarczyk
and speed. According to Mleczko [14], however the
frequency of movement constitutes an important component of speed ability, it should not be included into
energetic predispositions, but into coordinative ones,
whereas Prus [15] uses Schilling test to study the rhythm
of movement throughout the body.
analysis [16, 17]. The results of 7 motor tests were
also taken into account; including 5 above-mentioned
forming the battery of tests adjusted for the purposes
of selection for sports training [3]. Two remaining tests
were selected as a result of surveys conducted on university students and regarded as promising opportunity
to evaluate certain elements of motor rhythm (detailed
directions for performance is placed in the appendix attached to this publication). The results were calculated
with the help of basic methods of mathematical statistics [18].
Aim of the study
The purpose of our research was to gather the detailed
information about the possibility of applying both-feet lateral jumps as a measurement tool in assessment of the
sense of the rhythm of movement, bearing in mind that
this instrument should also prove its usefulness both in
amassing the data about the factors making up this ability and in identification these factors in other trials.
Results
The results obtained are presented in four tables informing about the size, variability and relationships of
variables determining the age and motoricity of participants. Due to arithmetic mean age (calendar and
morphological) examined in terms of physical development, boys and girls hardly differ (Tables 1–2). In motor
fitness tests however the predominance of boys was
observed, equalling the level of efficiency in coordination test and that was evidenced by small differences
in mean values of results. In the lateral step-test with
metronome girls achieved even slightly better results
than boys (Tables 1–2).
Material and methods
The measurements were carried out in April 2011 in
two Wroclaw Primary Schools: no. 2 and no. 53. The
research group was formed of 83 fourth-graders: 43
girls and 40 boys. The data presented herein were calculated for both ages: chronological and morphological
in accordance with the physical health level of subjects,
due to the participation of coordination abilities in the
Table 1. Numerical characteristics of investigated girls (N = 43)
Item
no.
Traits
Min – max
x
S
V
Age [years]
Wiek metrykalny [lata]
10.50–11.25
10.88
0.28
2.6
2
Morphological age [years]
Wiek morfologiczny [lata]
7.62–15.50
10.25
1.82
17.8
3
Standing broad jump [cm]
Skok w dal z miejsca [cm]
105–205
142.3
20.5
14.4
4
Chest 1 kg ball put [cm]
Pchnięcie piłki 1 kg [cm]
380 – 800
516.6
88.4
17.1
5
Wall bar cross [s]
Przejście drabinek w zwisie [s]
4.89–24.57
13.437
5.538
41.2
6
Pass over and under cross-bar
Przejścia nad i pod poprzeczką [s]
9.48–20.13
14.244
2.275
16.0
7
Both-feet lateral jumps [s]
Przeskoki boczne obunóż [s]
3.04–8.88
4.517
0.894
19.8
8
Lateral step-test [s]
Boczny step-test [s]
5.44 – 9.80
7.178
1.069
14.9
9
Lateral step-test with metronome [grade]
Boczny step-test z metronomem [stopień]
2–6
3.6
1.3
37.2
25.4–896.1
129.6
147.4
113.7
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Łączna ocena 5 prób – wskaźnik
Total grade of 5 trials – index
3¥ 4
5¥6¥7
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In search of trials evaluating the rhythm of movement
Table 2. Numerical characteristics of investigated boys (N = 40)
Item
no.
Min – max
x
S
V
1
Age [years]
Wiek metrykalny [lata]
10.50–11.75
10.88
0.33
3.0
2
Morphological age [years]
Wiek morfologiczny [lata]
7.50–13.75
10.23
1.35
13.2
3
Standing broad jump [cm]
Skok w dal z miejsca [cm]
120–210
150.1
22.0
14.6
4
Chest 1 kg ball put [cm]
Pchnięcie piłki 1 kg [cm]
400–800
595.1
89.5
15.0
5
Wall bar cross [s]
Przejście drabinek w zwisie [s]
5.20 – 24.02
12.218
6.481
53.0
6
Pass over and under cross-bar [s]
Przejścia nad i pod poprzeczką [s]
8.32 – 16.74
13.144
2.093
15.5
7
Both-feet lateral jumps [s]
Przeskoki boczne obunóż [s]
2.67–5.47
4.405
0.629
14.3
8
Lateral step-test [s]
Boczny step-test [s]
4.70–11.00
6.981
1.188
17.0
9
Lateral step-test with metronome [grade]
Boczny step-test z metronomem [stopień]
2–6
3.4
1.2
35.1
27.6–1046.6
206.0
196.7
95.5
10
Total grade of 5 trials – index
Łączna ocena 5 prób – wskaźnik
3¥ 4
5¥6¥7
Using Pearson’s simple correlation allowed assessing the value of relationships between particular trials
and total results of the set of selection test (Table 3 and
4). In both groups aggregated results of correlations
reached the highest level of significance, being higher
in boys than in girls, with the exception of side-steptest. This test in boys formed a highly significant correlation only with booth-feet lateral jumps. The same
value of coefficient was observed in girls. Among the
trials taken to assess the rhythm, in terms of correlation coefficient level, the domination of both-feet lateral
jumps was observed. Interesting are the relationships
between lateral step-test with metronome and crossing
the ladders in hanging position adopted as a trial measuring relative strength of upper body muscles and a tool
for the purposes of evaluating coordination. In addition,
in boys the relationships reaching the significance
threshold were noted between the lateral step-test and
its version with metronome, and with passing over and
under cross-bar. The relationships between these tests
suggest that they had some common elements.
Summing up, from among three analyzed trials only
both-feet lateral jumps can be of significant value for
the studies on rhythm. The other two require further
research.
Conclusion
In practice, from among three above-mentioned tests
only both-feet lateral jumps can be applied to the study
on the rhythm of movement. The side-step test, despite the low intercorrelation, however, provide other
types of information than both-feet lateral jumps, and
thus supports the hypothesis of Hiriartborde several
factors that comprise the ability to perform rhythmic
movements.
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Traits
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20
37*
–16
–18
Chest 1kg ball put
Pchnięcie piłki 1 kg
Wall bar cross
Przejście drabinek w zwisie
Pass over and under cross-bar
Przejścia nad i pod poprzeczką
Both-feet lateral jumps
Przeskoki boczne obunóż
Lateral step-test
Boczny step-test
Lateral step-test with metronome
Boczny step-test z metronomem
Total grade of 5 trials
Łączna ocena 5 prób
4
5
6
7
8
9
10
* r0.05 – 29
** r0.01 – 38
Wszystkie współczynniki korelacji przemnożono przez 100.
All correlation coefficients multiplied by 100.
16
Standing broad jump
Skok w dal z miejsca
3
13
–13
07
08
Morphological age
Wiek morfologiczny
2
1
Age
Wiek metrykalny
Traits
1
Item
no.
–08
–28
26
–13
18
48**
48**
–04
08
2
40**
08
–04
–11
–29*
–23
38**
–04
16
3
Table 3. Correlation coefficients of variables taken for analysis in a group of girls (N = 43)
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63**
–08
–16
–38**
–23
–11
38**
48**
20
4
–58**
–35*
28
19
29*
–11
–23
48**
37*
5
–55**
01
23
46**
29*
–23
–29*
18
–16
6
–45**
20
46**
46**
19
–38**
–11
–13
–18
7
–39**
–26
46**
23
28
–16
–04
26
07
8
15
–26
20
01
–35*
–08
08
–28
–13
9
15
–39**
–45**
–55**
–58**
63**
40**
–08
13
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Adam Haleczko, Leszek Korzewa, Ewa Misiołek, Urszula Włodarczyk
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27
27
10
Chest 1kg ball put
Pchnięcie piłki 1 kg
Wall bar cross
Przejście drabinek w zwisie
Pass over and under cross-bar
Przejścia nad i pod poprzeczką
Both-feet lateral jumps
Przeskoki boczne obunóż
Lateral step-test
Boczny step-test
Lateral step-test with metronome
Boczny step-test z metronomem
Total grade of 5 trials
Łączna ocena 5 prób
4
5
6
7
8
9
10
* r0.05 – 30
** r0.01 – 39
Wszystkie współczynniki korelacji przemnożono przez 100.
All correlation coefficients multiplied by 100.
14
Standing broad jump
Skok w dal z miejsca
3
–10
01
–28
02
Morphological age
Wiek morfologiczny
2
1
Age
Wiek metrykalny
Traits
1
Item
no.
02
03
03
29
14
35*
34*
–02
02
2
82**
–03
–08
–40**
–55**
–54**
59**
–02
14
3
Table 4. Correlation coefficients of variables taken for analysis in a group of boys (N = 40)
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64**
15
–19
–40**
–41**
–33*
59**
34*
19
4
–61**
–25
–06
20
33*
–33*
–54**
35*
–28
5
–65**
16
30*
60**
33*
–41**
–55**
14
01
6
–62**
01
46**
60**
20
–40**
–40**
29
–10
7
–10
–30*
46**
30*
–06
–19
–08
03
27
8
01
–30*
01
16
–25
15
–03
03
27
9
01
–10
–62**
–65**
–61**
64**
82**
02
10
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In search of trials evaluating the rhythm of movement
Adam Haleczko, Leszek Korzewa, Ewa Misiołek, Urszula Włodarczyk
LITERATURE • PIŚMIENNICTWO [10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
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dla potrzeb wychowania fizycznego i sportu. Dysertacja.
Warszawa, AWF, 1975.
[2] Raczek J, Mynarski W: Koordynacyjne zdolności motoryczne dzieci i młodzieży. Struktura wewnętrzna i zmienność osobnicza. Katowice, AWF, 1992.
[3] Haleczko A, Jezierski R, Korzewa L, Misiołek E, Włodarczyk U: Ocena motorycznych zdolności kondycyjnych
i koordynacyjnych dziesięcioletnich dzieci w ramach
doboru do szkolenia sportowego. Antropomotoryka, 2009;
45: 57–75.
[4] Ljach [Lyakh] W, Starosta W: Wpływ wrodzonych i środowiskowych uwarunkowań na zmienność zdolności koordynacyjnych człowieka. Wychowanie Fizyczne i Sport,
2002; 4: 497–510.
[5] Meinel K: Motoryczność ludzka. Warszawa, SiT, 1987.
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In search of trials evaluating the rhythm of movement
APPENDIX
TESTS DIRECTIONS
Lateral step-test
The participant performs the same movements as
in the previous test, adapting them to the rhythm of particular frequency signals from the loudspeaker, gradually increasing by 20 signals per minute from 140/min to
240/min. The participant is aimed to perform correctly
two cycles of motion at each frequency level. The maximum rate, at which he/she maintains compatibility with
the given rhythm (frequency), is the result of the tests
evaluated by the researcher on grading scale between
0 and 6. Two trials are required, failed attempts are not
retaken.
-
-
-
-
-
The participant stands in the middle of two parallel
lines 100 cm long and 75 cm distant from each other. At
the go signal he/she starts moving, executing slip steps
(in Polish: krok odstawno-dostawny) towards the right
line, after that he/she returns to the center, then passes
to the left and goes back to the center, ending the first
cycle including eight movements. The participant is
aimed at the fastest and most correct (feet above the
ground without coming into contact with the lines) performance of four cycles. In assessment it is taken into
consideration the time of 3 trials, including the best one,
measured with accuracy up to the 0.01 sec. Stepping
on the line is treated as a failed attempt without the possibility of repetition.
Lateral step-test with a metronome (signals
generated from a computer or played back
as recorded sounds)
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