INVESTIGACIÓN Y DESARROLLO

RESEARCH OF THE RHYTHMICAL ABILITIES OF SPORTS STUDENTS

INVESTIGACIÓN DE LAS HABILIDADES RÍTMICAS DE LOS ESTUDIANTES DE DEPORTE

PESQUISA DAS HABILIDADES RÍTMICAS DE ESTUDANTES DE ESPORTES

Giurka Gantcheva, PhD1

Abstract

The elaborateness of motor activities in sports disciplines increases the requirements to agility being a com-
plex quality of athletes. The different components of this quality, defined as the ability for quick change in the
execution of movements and abilities for reaction in various conditions, are in complex interrelation. Object
of the research is the rhythmical abilities of students at the three faculties of the National Sports Academy
—Coach faculty, Physical education faculty, and Kinesitherapy faculty. In order to assess the coordination in
rhythm we used four tests of Damjanovska, Gontarev, Rhedzepi, and Gantcheva (2015). The results from the
research show that the students in the three faculties possess good rhythmical abilities. The sports practiced
with musical accompaniment facilitate the harmonious mastery of coordination in rhythm.

Keywords: coordination, rhythmical abilities, sport, students

Resumen

La elaboración de actividades motoras en las disciplinas deportivas aumenta los requisitos para que la agili-
dad sea una cualidad compleja de los atletas. Los diferentes componentes de esta cualidad, definida como la
capacidad de cambio rápido en la ejecución de movimientos y habilidades de reacción en diversas condicio-
nes, se encuentran en una interrelación compleja. El objeto de la investigación es la capacidad rítmica de los
estudiantes en las tres facultades de la Academia Nacional de Deportes: facultad de educación superior, facul-
tad de educación física y facultad de kinesioterapia. Para evaluar la coordinación en el ritmo utilizamos cuatro
pruebas de Damjanovska, Gontarev, Rhedzepi y Gantcheva (2015). Los resultados de la investigación muestran
que los estudiantes en las tres facultades poseen buenas habilidades rítmicas. Los deportes practicados con
acompañamiento musical facilitan el dominio armónico de la coordinación en el ritmo.

Palabras clave: coordinación; habilidades rítmicas; deporte; estudiantes

1 Full Professor, National Sports Academy „Vassil Levski“, Gymnastics Department. Sofia, Bulgaria. [email protected]

Lúdica pedagógica. No. 27 (2018-I) pp. 7-14

 

Giurka Gantcheva, PhD  

Resumo

O desenvolvimento de atividades motoras em disciplinas esportivas aumenta os requisitos para que a agili-
dade seja uma qualidade complexa dos atletas. Os diferentes componentes dessa qualidade, definida como a
capacidade de mudança rápida na execução de movimentos e capacidades de reação em diferentes condições,
estão em uma inter-relação complexa. O objeto da pesquisa é a capacidade rítmica dos alunos nas três facul-
dades da Academia Nacional de Esportes: faculdade de ensino superior, faculdade de educação física e facul-
dade de cinesioterapia. Para avaliar a coordenação no ritmo, foram utilizados quatro testes de Damjanovska,
Gontarev, Rhedzepi e Gantcheva (2015). Os resultados da pesquisa mostram que os alunos nas três faculdades
possuem boas habilidades rítmicas. Os esportes praticados com acompanhamento musical facilitam o domí-
nio harmonioso da coordenação no ritmo.

Palavras-chave: coordenação; habilidades rítmicas; esportes estudantis

Fecha de recepción: 2 de mayo de 2018

Fecha de aceptación: 10 de septiembre de 2018

Para citar este artículo:

Gantcheva, G. (2018). Research of the Rhythmical Abilities of Sports Students. Lúdica Pedagógica, 27, x-xx.

8
 INVESTIGACIÓN Y DESARROLLO

INTRODUCTION nastics and sports games, skiing, folklore dances, as

well as many other sports. The number of lectures
The National Sports Academy “Vassil Levski” in Sofia and practical activities, as well as their ratio, is deter-
is the only sports university of this kind in Bulgaria. mined depending on the specifics of the subject and
This year it celebrates its 75th anniversary and is is dependent on the requirements of the faculty. The
proud of its students —a pleiad of Olympic, World future physical education teachers study different
and European champions, high-level coaches, and kinds of exercises taken from various sports with lev-
specialists working all over the world. The education els of difficulty accessible for the pupils of different
of the students is differentiated into three main facul- grades —primary education (from 1st to 4th grade),
ties and one department (See figure 1). secondary education (from 5th to 8th grade) and high
The future coaches in 56 kinds of sports are educated schools (from 9th to 12th grade). The future coaches
in the Coach faculty. The future physical education study the basic subjects and deepen their knowledge
teachers in all degrees of school education study in in the field of the sport they have chosen (e.g. foot-
the Physical education faculty. The future kinesither- ball coach, gymnastics coach, swimming coach). The
apy specialists and those who will work in the field of future kinesitherapists are taught in such a way that
tourism and sports animation are in the third faculty. they will be able to use the exercises taken from dif-
ferent sports in their work with ill people and people
The students have practiced or continue to practice
with specific needs.
different kinds of sports and have achieved success
during their sports career. The curriculum includes Their successful performance in the motor activity
theoretical subjects and practical activities in the practiced by them depends on several factors and to
main sports disciplines —athletics, swimming, gym- a great extent on the level of their physical qualities.

National Sports Academy

Kinesitherapy, tourism
Coach faculty Physical education faculty
and sports animation

Department:
• Bulgarian language
• Foreign languages
• Information technologies for
analysis of the movements
• Center “Information Systems
and technologies”

Figure 1. Faculties at National Sports Academy.

Modern sport is characterized by its complexity of potential of strength, speed and flexibility, and also
motor movements. Certain physical qualities domi- requires the manifestation of abilities for reaction in 9
nate in the different kinds of sports. Agility, being a different conditions (Stoikov, 2014). Other authors
complex quality, finds much more application and is in (Mienel and Schnabell, 1987; Rachev, 1984) define
close relation to coordination, which is defined as abil- coordination abilities as related to rhythmical abilities.
ity for quick change in the performance of movements
We generally agree with the opinion of the cited
according to the ability to execute fast, coordinated
authors; however, it does not apply to an equal extent
and connected movements (Damjanovska, Gontarev,
to all kinds of sports. They do not take into consid-
and Radisavljevic, 2013; Damjanovska et al., 2015).
eration some factors typical of what is known as
Some authors consider agility the most important artistic disciplines (rhythmic gymnastics, aesthetic
complex motor quality dependent on the achieved gymnastics, figure skating, and synchronized swim-

Lúdica pedagógica. No. 27 (2018-I) pp. 7-14

 

Giurka Gantcheva, PhD  

ming) where the use of musical accompaniment is and abilities for reaction are part of the components
obligatory and determines the execution of motor of coordination abilities (Hadjiev, Andonov, Dobrev,
actions. The above-mentioned rhythmical abilities and Petrov, 2011).

Ability for Rhythmical Balance

reaction ability ability

Kinesthetic ability Ability for

for differentiation spatial awareness

Figure 2. Components of coordination abilities in gymnastics.

Rhythm often means the way of unifying the rhythms Methodology

between a person and a melody or a moving object In order to fulfill the aim of the research we used
and a person (Schaal, Sternad, Osu, and Kawato, tests recommended by Damjanovska et al. (2013)
2004). The rhythmical ability manifests to a greater and tried out in rhythmic gymnastics (Damjanovska
extent in artistic disciplines where the execution is et al., 2015).
accompanied with music and the unison between
the rhythm of the movements and the rhythm of the Four tests for assessment of coordination in rhythm
music is obligatory, both for the artistic perception of were used and the results were recorded in number
the routines and for the competitive rules and regu- of cycles made in 20 seconds:
lations for evaluating technical performance. In other
sports, from the evaluation’s point of view during Frontal kicking with legs and arms on the wall.
competition, this is not mandatory, but rhythm is On the floor in length of 20 cm from the wall, is
present in all human activities (Zachopoulou, Tsa- marked a line, behind which stands the performer
pakidou, and Derri, 2004) as well as in the working in upright position, turned with her face to the wall.
of human systems —cardiovascular, respiratory, or Also, in 20 cm height is drawn a line. Hands of sub-
motor (Jeffcock, 2006). jects are raised at a right angle in the height of the
shoulders. Within 20 seconds, the performer should
do the following actions: with his right foot hits the
METHODS
wall over the line, lowers his right foot on the floor,
Participants then takes a shot with his left foot, lowers the leg
10 down to the floor. Then follows alternately hits with
In the research participated 89 female and male hands to the wall as follows: right hand, after that
athletes from the three faculties: with the left hand and again with the right one. That
I group: 35 gymnasts (Coach faculty) is one cycle of movement. The next cycle of move-
ment starts with a hit of his left foot to the wall, and
II group: 37 female students (Physical educa- then with the right foot continuing with alternately
tion faculty) hitting the left, right, left hand to the wall. Cycles of
movements is performed by the end of 20 seconds.
III group: 17 students (Kinesitherapy faculty)
The test is executed three times, the number of the
The researched individuals have practiced or are still best performed cycles is recorded. Practicing is not
practicing different kinds of sports on diverse level. allowed. (Damjanovska et al., 2013, p. 282)
 INVESTIGACIÓN Y DESARROLLO

Jumps in four squares. consecutive times in the left wall, separates the left
hand from the wall, with the right foot strikes the right
In the floor are painted four squares of the same
dimension, 40x40 cm, spaced from each other in
wall and lowers the leg on the floor. This makes one
5 cm. The performer stands in an upright posi- cycle of movement. Respondent, starting with hitting
tion, with free slumped hands beside the body, with his left foot into the left wall opens the next cycle
in the right lower square. The movement starts of movement. The test is executed three times, the
with a jump of the right foot into the right upper number of the best performed cycles in 20 seconds is
square, jumping with the left foot into the left recorded. Practicing is not allowed. (Damjanovska et
upper square, starting with the right foot in the al., 2013, p. 282)
lower left square and taking three steps (right, left,
Each test was executed three times. We allowed for a
right foot), after the performed three steps, with
his left foot jumps in the left upper square, with the short elaboration of the movements in the beginning.
right foot jumps in the top right square, and start- However, we did not let the subjects learn them well.
ing with the left foot in the lower right square The results from all tests were recorded in a prelimi-
takes three steps (left, right, left foot). This makes narily prepared individual form for each participant
one cycle of movements. The test is executed three in the research. In the end, the best achievement was
times, the number of the best performed cycles in highlighted.
20 seconds is recorded. Practicing is not allowed.
The tests we chose are characterized with general
(Damjanovska et al., 2013, p. 282)
music-rhythmical structure, the movements involved
Crossover jumps in four squares.
are five-three with a bigger amplitude and two with
a smaller one. They are subjected to the same met-
Is the same as the previous test, but here the move- ro-rhythm and are counted as one/two, one-two/
ment starts with left foot jump in the left upper square, three, with two four time.
and with his right foot in the right upper square, with
the left leg jump in the lower left square is performed Math-statistical methods:
three steps (left, right, left foot). Then the movement Variation analysis of the results from the research
starts with the right foot jump in the top right square, aimed at establishing the statistically significant
then with left foot jump in the left upper square and relations between the variables of coordination in
starting with the right foot in the lower right square rhythm.
is performed three steps (right, left, right foot). This
All statistical analyses were performed with the use
makes one cycle of movement. The test is executed
of SPSS 19.
three times, the number of the best cycles in 20
seconds is recorded. Practicing is not allowed. (Dam-
janovska et al., 2013, p. 282) RESULTS
Tables 1, 2 and 3 present the results from the research
Kicking with legs and arms (in a corner).
and the variation analysis. The average number of
This test is performed in the corner of a room. On the cycles performed for each of the tests ranges from
left and right side of the floor, in height and distance 7.09 to 10.6 with the students from I group (Coach
from the floor, are marked lines with a length of 20 cm. faculty); from 4.41 to 8.24 with the students from II
Respondent in upright position, with arms raised to
11
group (Physical education faculty); and from 5.76 to
the level of the shoulders, stands on the marked place. 10 with III group (Kinesitherapy). The variation of
With the right side of the body the hits are performed the values is relatively high in all the tests because
to the right side wall, while with left side of the body the coefficient of variation is over 10%. The values
to the left side of the wall. But the movements are per- have a normal distribution. The coefficients of asym-
formed as follows: the respondent with the left foot metry and excess constitute a sufficient premise for
hits the left wall above the line and lowers the leg on this conclusion. The values of the range (R) are simi-
the floor, with his right hand hits the right wall at the lar with the exception of the test Frontal kicking with
height of the chests, separates the arm from the wall, legs and arms on the wall, where R=15 for I group;
with his left hand, at the height of the chests, hits two test Jumps in four squares R=11 for II group, and

Lúdica pedagógica. No. 27 (2018-I) pp. 7-14

 

Giurka Gantcheva, PhD  

test Kicking with legs and arms (in a corner) R=10 I group. The students from I and II group are within
for III group. The average values of the results from the range of the normal students’ age but the bigger
the tests are higher for I group, especially regard- age values in II group are due to the part-time stu-
ing the tests performed with arms and legs —Fron- dents who joined the research. They usually begin
tal kicking with legs and arms on the wall (x=10.20, their education at a later age, or this is their sec-
x=4.41, =5.76, for the three groups and Kicking with ond university degree. Sports experience is an index
legs and arms (in a corner) (x=10.6,x=8.24, x=10.00). which generally influences the rhythmical abilities of
The mean values of the results from tests 2 and 3 the students. Due to the fact that these abilities are
(Jumps in four squares and Crossover jumps in four dependent on the individual rhythmical abilities, and
squares) are not characterized with big differences they have been developed and perfected in diverse
both within the groups and between the groups. We ways specific for the different sports disciplines, the
should pay attention to the following values: Xmin=0, result Xmin=0 for II and III group could not have
in test 3 for II group and Xmin=1, in the same test for influenced the research so much.

Table 1
Variation analysis of the results from the research among students from the Coach faculty

Index n Xmin Xmax R Χ µΧ S V As Ex

Frontal kicking with legs
1 35 5 20 15 10,20 0,53 3,16 30,98 1,027 1,698
and arms on the wall
2 Jumps in four squares 35 3 11 8 7,23 0,32 1,90 26,22 -0,294 0,174
3 Crossover jumps in four squares 35 1 11 10 7,09 0,35 2,09 29,51 -0,509 0,702
Kicking with legs and arms
4 35 5 16 11 10,60 0,51 3,03 28,59 -0,057 -0,622
(in a corner)
5 Age 35 19 24 5 20,91 0,24 1,40 6,70 0,161 -0,908
6 Sports experience 35 7 18 11 13,17 0,44 2,60 19,70 -0,575 -0,134
7 Height 35 158 180 22 167,94 0,79 4,70 2,80 0,201 0,461
8 Weight 35 45 63 18 54,66 0,67 3,96 7,24 -0,144 0,305

Table 2
Variation analysis of the results from the research among students from Physical education faculty

Index n Xmin Xmax R Χ µΧ S V As Ex

Frontal kicking with legs
1 37 2 13 11 4,41 0,34 2,05 46,42 2,350 7,910
and arms on the wall
12
2 Jumps in four squares 37 4 11 7 6,89 0,28 1,70 24,62 0,431 0,142
3 Crossover jumps in four squares 37 0 11 11 6,43 0,42 2,54 39,56 -0,377 0,487
Kicking with legs and arms
4 37 1 14 13 8,24 0,55 3,35 40,59 -0,360 -0,146
(in a corner)
5 Age 37 18 38 20 21,22 0,46 2,91 13,72 4,941 28,942
6 Sports experience 37 0 13 13 6,10 0,67 4,31 70,59 -0,094 -1,384
7 Height 37 154 185 31 167,73 1,15 7,02 4,18 0,559 0,064
8 Weight 37 45 75 30 57,59 1,25 7,59 13,17 0,610 -0,146
 INVESTIGACIÓN Y DESARROLLO

Table 3
Variation analysis of the results from the research among students from Kinesitherapy faculty

Index n Xmin Xmax R Χ µΧ S V As Ex

Frontal kicking with legs
1 17 3 10 7 5,76 0,49 2,02 35,00 0,831 0,060
and arms on the wall
2 Jumps in four squares 17 5 12 7 7,82 0,51 2,10 26,84 0,494 -0,299
3 Crossover jumps in four squares 17 3 10 7 6,71 0,51 2,09 31,07 -0,213 -1,097
Kicking with legs and arms
4 17 5 15 10 10,00 0,61 2,50 25,00 0,000 0,325
(in a corner)
5 Age 17 18 30 12 20,12 0,68 2,78 13,82 3,122 10,978
6 Sports experience 17 0 14 14 5,59 1,10 4,54 81,25 0,476 -0,648
7 Height 17 170 193 23 180,00 1,62 6,68 3,71 0,716 -0,424
8 Weight 17 62 88 26 73,76 2,18 9,00 12,20 0,271 -1,519

DISCUSSION sion (tempo, rhythm, dynamics, melody) are the main

measure unit for rhythmic mastery and execution of
The results from the three groups of researched indi- the gymnastics movements.
viduals show an interesting trend, namely that form-
ing the groups on the base of the faculty they study The perfected skills should be performed with body
at is a good starting reasoning point. Certain abili- with slow and graceful movements (dancing steps,
ties can be defined, related to the kinds of sports turns) while following the melody line of the musical
the students practice and their rhythmical abilities. accompaniment and at the same time with dynamic
movements with the apparatus (spins with rope,
The rhythmical abilities of the sports students are snakes with ribbon, asymmetric movements with
generally related to the following factors: clubs) according to the accents of the music. This was
•• The nature of the sports discipline practiced in the base of the results from the above-mentioned
and its requirements for coordination of the tests. The execution of fast movements with the body
body’s rhythm of movement and the appara- and slow, amplitude movements with the apparatus
tus used (ball, clubs, ribbon, hoop, rope, etc.); is also a possible combination.
•• One or several partners during different The achieved results from the tests, performed with
interactions (team play, as basketball or vol- feet and supportive free movement of the arms,
leyball, acrobatics, as pyramids and figures); are a manifestation of what is known as acquisi-
tion of rhythmical elements —the ability to display
•• Musical accompaniment (rhythmic and aes-
rhythm through a motor activity at externally deter- 13
thetic gymnastics, synchronized swimming).
mined rhythm by a musical accompaniment. Most
Most of the students from I group major in gymnas- often these are various gymnastics or dancing steps
tics —rhythmic, artistic, aesthetic and aerobics. according to the aforesaid musical accompaniment
The exercises in the different types of gymnastics are where the main activity is performed with feet.
generally predetermined as a motor model and the The tests 1 and 4 are performed with arms and feet and
execution is related to the uniformity of the body’s the sequence of these movements in the music time do
rhythm, the handling of the apparatuses and the not trouble the gymnasts. The present study confirms
musical accompaniment. The music means of expres- the definition given by Hadjiev et al., (2011, pp. 106):

Lúdica pedagógica. No. 27 (2018-I) pp. 7-14

 

Giurka Gantcheva, PhD  

The rhythmical ability is most often manifested be an exact quantitative measurement of rhythmi-
in rhythmic and artistic gymnastics and aerobics cal abilities.
where the competitors perform their routines with
musical accompaniment. Each gymnastics exercise
and every routine have their specific rhythm of
REFERENCES
execution related to the gymnasts’ kinematic and Damjanovska, M., Gontarev, S., and Radisavljevic, L. (2013).
dynamic abilities. Determination of measurement characteristics for
rhythmic skills assessment tests. Conference proceed-
The rhythmical abilities of the female players from
ings, Effects of Physical Activity Application to Anthropo-
II and III groups, who practice other sports, are per-
logical Status with Children, Youth and Adults. Beograd,
fected in different conditions. The constantly chang-
december, 281-287.
ing environment in team games, the collaboration
with the teammates, and the absence of musical Damjanovska, M., Gontarev, S., Rhedzepi, A., and Gan-
accompaniment with strictly defined function, place tcheva, G. (2015). Comparing reliability and validity
the researched groups in a totally different situation. of some tests with classic and image model of assess-
ment rhythmic ability. Sborník příspěvků z mez-
Their rhythmical abilities correspond to the motor
inárodní vědecké conference. Evropské Pedagogické
activity they practice, depending on the individual
Fórum, Hradec Králové, Česká republika. november,
inner rhythm of the body, but differ in their manifes-
212-217.
tation from the rhythmical abilities of the gymnasts.
Jeffcock, D. (Director). (2006). How music works with
Howard Goodall - 02 Rhythm [Motion Picture].
CONCLUSION
Hadjiev, N., Andonov, K., Dobrev, D., and Petrov, V. (2011).
The results from the research confirm the fact that Gymnastics – physical preparation. Sofia : NSA Press.
the sports students in the three faculties possess good
Mienel, Y. and Schnabell, G. (1987). Teoría del Movimiento.
rhythmical abilities. The better achievements of the
Buenos Aires: Stadium.
gymnastics students in the tests performed with feet
and legs confirm the conclusion that the natural rhyth- Rachev, K. (1984). Theory and methods of physical educa-
mical abilities can be further developed and perfected tion [Textbook]. Sofia: Medicine and Physical education.
with the help of the specific means of the particular Schaal, S., Sternad, D., Osu, R., and Kawato, M. (2004).
discipline. The major factor turns out to the music Rhythmic arm movement is not discrete. Nature Neu-
as an outer reference point and a measurement of roscience, 7 (10), 1136-1143.
the exact duration of the different phases of the exer- Stoikov, S. (2014). Athletics [Textbook]. NSA Press. Sofia.
cises. The perfection of rhythmical abilities should be ISBN 978-954-718-393-3.
accomplished with musical accompaniment regard-
Zachopoulou, E., Tsapakidou, A., Derri, V. (2004). The
less of the nature of the motor activity one practices.
effects of a developmentally appropriate music and
The movements in the applied tests are subjected movement program on motor performance. Early
to strictly defined rhythmical structure and could Childhood Research Quarterly, 19, 631–642.

14