Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Track and field for women--Physiological aspects;
Abstract
The purpose of the study was to investigate the relationship of upper body and lower body anaerobic power and capacity in sprint-trained, middle-distance trained and untrained females. A second purpose was to determine the relationship between upper body strength and upper body anaerobic power and capacity. Twenty-eight female volunteers, aged 18-23 years, performed three tests: (a) 30 s maximal cycle ergometer test, Wingate Anaerobic test (WAnt), (b) 30 s maximal single arm cranking on a cycle ergometer, Single Arm Anaerobic test (SAT), (c) A one-repetition max (1-RM) test on the bench press and biceps curl. The following indices of anaerobic performance were measured: peak power (PP), mean power (MP}, and fatigue index (Fl). Sprint-trained athletes had significantly greater WAnt PP, WAnt MP, and SAT MP compared to non-athletes. Sprint-trained athletes also had significantly greater upper body strength compared to both untrained and middle-distance trained athletes. Significant positive moderate correlations were found for the following: upper body strength and upper body anaerobic power, and for upper body and lower body anaerobic power and capacity. The findings of this study provide initial evidence that sprint-training, and upper body strength may indicate anaerobic performance on the WAnt and SAT in college-age women.
Year of Submission
1994
Degree Name
Master of Arts
Department
School of Health, Physical Education, and Leisure Services
First Advisor
Forrest Dolgener
Second Advisor
Fred Kolkhorst
Third Advisor
Sharon Huddleston
Date Original
1994
Object Description
1 PDF file (62 leaves)
Copyright
©1994 Raquel Williams
Language
en
File Format
application/pdf
Recommended Citation
Williams, Raquel, "Anaerobic Performance and Strength in the Upper Body and Lower Body in Sprint-Trained, Middle-Distance Trained, and Untrained College-Age Women" (1994). Dissertations and Theses @ UNI. 1885.
https://scholarworks.uni.edu/etd/1885
Comments
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