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ORIGINAL ARTICL
Strength abilities: pattern recognition method in the management of the cumulative effect of strength loads in 8-year-old boys
Olha Ivashchenko1ABCDE, Oleg Khudolii1ABCDE, Wladyslaw Jagiello2ABCDE H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine 2Gdansk University of Physical Education and Sport, Poland
Authors' Contribution: A - Study Design; B - Data Collection; C - Statistical Analysis; D - Manuscript Preparation; E - Funds Collection
Abstract
Background The purpose of the study was to determine the peculiarities of using pattern recognition method in the
and Study Aim management of the cumulative effect of strength loads in 8-year-old boys.
Material and The study participants were 48 boys aged 8. The experiment was conducted using a 22 factorial design.
Methods The study materials were processed by the IBM SPSS 22 statistical analysis program. Discriminant analysis
was performed. The study examined the impact of four variants of strength load on the formation of the cumulative training effect of three, six, nine, and twelve classes in 8-year-old boys.
Results The discriminant analysis provided information about the impact of four orthogonal variants of strength
loads on the formation of the cumulative training effect of strength exercises of three, six, nine, and twelve classes in 8-year-old boys. The obtained data make it possible to choose a load mode at each step of the CTE formation and to manage schoolchildren's strength training.
Conclusions The verification of the obtained discriminant functions shows their high discriminative ability and value in interpretation with respect to the general population (p < 0.05). It was found that the formation of the CTE of three classes is most influenced by the third load variant, six classes - by the third load variant, nine classes - the third load variant, twelve classes - the first load variant. The discriminant function structure coefficients made it possible to identify the factor structure of the CTE of 3, 6, 9, 12 classes, to find that the CTE3, CTE6 are associated with the work at the first place "Exercises to strengthen arm muscles", the CTE9, CTE12 - with the work at the third ("Exercises to strengthen back muscles") and the fourth ("Exercises to strengthen leg muscles") places. The CTE of three, six, nine, and twelve classes depends on the modes of strength exercises and has different focuses. The CTE3 - speed and strength focus; CTE6, 9 -comprehensive focus; CTE12 - explosive-strength focus. The obtained values of centroids for the CTE of 3, 6, 9, 12 classes enable the management of schoolchildren's strength training.
Keywords: 8-year-old boys, cumulative training effect, strength loads, discriminant analysis.
Introduction
One of the factors that ensure the effectiveness of physical education and sports training is the assessment and management of training effects in the process of teaching and developing motor abilities [1-3].
Motor skills formation [4, 5] and motor abilities development depend on the number of repetitions and rest interval [6-8]. Luz et al. [9], Krivolapchuk et al. [10], Krutsevich et al. [11] point out the importance of studying the impact of physical loads on the functional state of primary schoolchildren. The results obtained show a positive effect of high-intensity exercises on the body of children aged 5-6 and 6-7 years [10].
Polevoy [12], Smits-Engelsman et al. [13], Veremeenko et al. [14] focus on the process of developing strength and coordination abilities in schoolchildren's physical education. It was found that primary schoolchildren's indicators of speed-strength and coordination abilities significantly improve, if special exercises are used during physical education classes [12], the level of schoolchildren's motor fitness depends on their coordination and speed-strength fitness [14].
© Olha Ivashchenko, Oleg Khudolii, Wladyslaw Jagiello, 2021 doi:10.15561/26649837.2021.0407
Pattern recognition methodology is one of the technological approaches to studying the processes, the data of which represent time series at each step of discretization [15, 16]. In research on the effectiveness of strength development, there is a problem of studying single-factor and multi-factor impacts on the formation of the cumulative training effect of a series of classes. An aspect of research is studying the laws of regulating strength exercises which result in the cumulative training effect of a series of classes, and the obtained data represent time series at each step of discretization [7, 17, 18]. It was found that the effectiveness of pattern recognition increases with the use of active 2k experiments [2, 18]. However, there are few studies aimed at investigating multi-factor impacts on the formation of the cumulative training effect of 3, 6, 9, 12 classes in primary-school-aged children. Most studies consider the impact of 2-, 4-, 6-, 8-, and 16-week training on strength development in young people [19-21].
Thus, the problem of assessing the cumulative training effects of a series of classes and managing strength training of primary schoolchildren is relevant and requires further research.
The purpose of the study was to determine the peculiarities of using pattern recognition method in the management of the cumulative effect of strength loads in 8-year-old boys.
Materials and Methods
Participants
The study participants were boys aged 8 (n = 48). The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. The study protocol was approved by the Ethical Committee of H. S. Skovoroda Kharkiv National Pedagogical University.
Research Design
To solve the tasks set, theoretical and empirical methods were used: analysis and generalization of scientific and methodological literature; modeling, pedagogical observation and experiment, discriminant analysis.
To determine the dynamics of strength training effects in boys aged 8, the study carried out an experiment according to the plan given in Table 1. Variant I of the combined method was used to strengthen arm and shoulder muscles (place I), abdominal muscles (place II), back muscles (place III), and leg muscles (place IV). At each place, the following methods were used: dynamic effort method, maximal effort method, isometric effort method, repeated effort method. The modes of performance for each group, for the indicated places are given in Table 1.
The study examined the impact of four variants of strength load on the cumulative training effect (CTE) of 3, 6, 9, and 12 classes in 8-year-old boys:
CTE3: I mode — II mode — III mode — IV mode
CTE6: I mode — II mode — III mode — IV mode
CTE9: I mode — II mode — III mode — IV mode
CTE12: I mode -II mode — III mode — IV mode
At each station, the following exercises were performed:
Station I. Exercises for arm and shoulder muscles.
1. Dynamic effort method. Knee push-ups. The exercise is performed as quickly as possible.
2. Maximal effort method. Weighted push-ups (stuffed ball).
3. Isometric effort method. Knee push-ups. The exercise is performed with two stops and fixation of joint angles (5 s).
4. Repeated effort method. Knee push-ups.
Station II. Exercises to strengthen abdominal muscles.
1. Dynamic effort method. Sit-ups. The exercise is performed as quickly as possible.
2. Maximal effort method. Hanging 90-degree leg raises on wall bars.
3. Isometric effort method. Decline bench 90-degree leg raises. The exercise is performed with two stops and fixation of joint angles (5 s).
4. Repeated effort method. Decline bench leg raises to plow.
Station III. Exercises to strengthen back muscles.
1. Dynamic effort method. Trunk lift. The exercise is performed as quickly as possible.
2. Maximal effort method. Trunk lift on a pommel horse with feet supported under wall bars.
3. Isometric effort method. Trunk lift with two stops and holding each static position for 5 s. The exercise is performed with two stops and fixation of joint angles (5 s) (hold positions in the upper point and horizontally).
4. Repeated effort method. The same starting position. Trunk lift.
Station IV Exercises to strengthen leg muscles.
1. Dynamic effort method. Squats. The exercise is performed as quickly as possible.
Table 1. Factorial design in studying the influence of different modes of the combined method of strength development (variant I) in primary schoolchildren (XI — number of repetitions in a set; X2 — rest interval, s)
No. of strength load variant Method xi X2
Dynamic effort method 3- 30-
i Maximal effort method 1- 30-
i Isometric effort method 3- 30-
Repeated effort method 6- 30-
Dynamic effort method 5+ 30-
II Maximal effort method 3+ 30-
Isometric effort method 5+ 30-
Repeated effort method 12+ 30-
Dynamic effort method 3- 60+
iii Maximal effort method 1- 60+
Isometric effort method 3- 60+
Repeated effort method 6- 60+
Dynamic effort method 5+ 60+
IV Maximal effort method 3+ 60+
Isometric effort method 5+ 60+
Repeated effort method 12+ 60+
2. Maximal effort method. Weighted squats (stuffed ball, dumbbells).
3. Isometric effort method. Weighted squats with stops. The exercise is performed with two stops and fixation of joint angles (5 s) (90°, 135°).
4. Repeated effort method. Squats.
During the experiment, the study recorded the results of the following tests: 1. Push-ups. 2. Speed push-ups, 3 times. 3. Sit-ups in 30 seconds. 4. Trunk lift in 10 seconds. 5. Standing long jump.
On the first day before the experiment, the study recorded the results of Test 2 "Speed push-ups, 3 times", Test 1 "Push-ups", Test 3 "Sit-ups in 30 seconds", Test 4 "Trunk lift in 10 seconds", Test 5 "Standing long jump". Twenty-four hours after 3, 6, 9, and 12 classes - Tests 2, 1, 3, 4, 5. The dynamics of test results was determined as a percentage relative to the initial level.
Statistical analysis
The study materials were processed using the IBM SPSS 22 statistical analysis program. In the process of discriminant analysis, a prognostic model for group membership was created. This model builds a discriminant function (or, when there are more than two groups - a set of discriminant functions) in the form of a linear combination of predictor variables, which ensures
the best division of groups. These functions are built according to a set of observations, for which their group membership is known. These functions can continue to be used for new observations with known values of predictor variables and unknown group membership.
For each canonical discriminant function, the study calculated: eigenvalue, dispersion percentage, canonical correlation, Wilks' Lambda, Chi-square.
Results
The discriminant analysis provided information about the impact of four orthogonal modes of strength exercises on the CTE of three, six, nine, and twelve classes (Table 2).
CTE3: statistically significant changes are observed in the dynamics of the results of Test 2 "Speed push-ups, 3 times", load variant I helps to increase the speed of performing the test task, variants II-IV lead to an increase in the time of performing the exercise (p = 0.013).
CTE6: the dynamics of the results of Tests 1-3, 5 statistically significantly depends on the modes of strength exercises.
CTE9: the dynamics of the results of Tests 1-5 statistically significantly depends on the modes of strength exercises.
Table 2. Results of the impact of strength exercises modes on test results of boys aged 8 years (%)*
Variants of performing exercises
No Indicators I II III IV
X s X s X s X s F p
CTE of 3 classes
1 Push-ups 100.00 5.02 103.62 4.19 106.31 39.71 96.65 9.87 .496 .687
2 Speed push-ups, 3 times 98.60 3.85 101.31 10.20 110.22 10.61 103.11 7.81 4.045 .013
3 Sit-ups in 30 seconds 99.30 3.71 100.08 2.46 98.53 9.80 101.67 6.38 .551 .650
4 Trunk lift in 10 seconds 100.11 4.83 100.86 6.35 98.43 9.49 98.66 5.91 .345 .793
5 Standing long jump 99.51 .72 97.92 1.68 99.61 3.01 97.97 5.48 .980 .411
CTE of 6 classes
1 Push-ups 109.44 7.89 106.15 6.83 86.23 20.77 105.24 16.35 6.566 .001
2 Speed push-ups, 3 times 90.31 13.20 98.70 6.88 108.16 11.37 97.77 13.52 4.815 .006
3 Sit-ups in 30 seconds 104.10 6.50 101.52 5.94 95.91 6.25 105.09 4.52 5.919 .002
4 Trunk lift in 10 seconds 100.23 5.07 100.23 3.31 102.06 5.85 97.15 4.22 2.245 .096
5 Standing long jump 100.67 2.21 96.87 2.87 99.33 4.06 99.09 2.32 3.399 .026
CTE of 9 classes
1 Push-ups 100.44 7.44 105.22 13.22 91.65 13.23 87.07 19.60 4.121 .012
2 Speed push-ups, 3 times 94.14 5.20 100.50 5.54 110.39 14.36 101.95 12.75 5.027 .004
3 Sit-ups in 30 seconds 97.54 5.31 94.90 10.27 102.09 4.26 92.83 9.92 3.059 .038
4 Trunk lift in 10 seconds 100.10 4.83 107.99 12.24 102.59 7.88 89.29 5.95 10.927.000
5 Standing long jump 103.20 1.99 96.41 4.17 98.16 3.27 93.81 5.03 13.134.000
CTE of 12 classes
1 Push-ups 110.34 3.59 104.42 9.06 102.66 3.12 107.30 18.86 1.180 .328
2 Speed push-ups, 3 times 94.05 11.21 97.73 6.89 102.04 3.69 92.87 11.03 2.659 .060
3 Sit-ups in 30 seconds 101.72 2.55 101.84 3.66 102.12 3.73 99.37 7.10 .920 .439
4 Trunk lift in 10 seconds 101.51 3.53 103.71 6.49 101.51 3.53 97.43 3.78 4.040 .013
5 Standing long jump 101.97 2.52 99.53 2.39 99.28 2.39 98.18 2.01 5.620 .002
Note: *initial level - 100%
CTE12: the dynamics of the results of Tests 2, 4, 5 statistically significantly depends on the modes of strength exercises.
Thus, the formation of the CTE of three, six, nine, and twelve classes depends on the modes of strength exercises and has different focuses. The CTE3 - speed and strength focus; CTE6, 9 - comprehensive focus; CTE12 - explosive-strength focus.
Tables 3-6 show the results of discriminant analysis of a set of data for the CTE of three, six, nine, and twelve classes after four modes of strength exercises.
CTE3: The first canonical function explains 76.2% of
the variation of results, the second one - 12.5%, which indicates a high informativeness of the first canonical function (r1 = 0.634) (Table 3, CTE3).
The verification of the first function shows its high discriminative ability and value in interpretation with respect to the general population (^ = 0.490; px = 0.011; Table 4, CTE3). The first function characterizes the impact of strength load variants I-IV on the CTE3.
Structure coefficients indicate that the most significant changes in the CTE3 are associated with the work at the first place "Exercises to strengthen arm muscles", Test 2 "Speed push-ups, 3 times", (r = 0.583; Table 5, CTE3).
Table 3. Eigenvalues. Boys aged 8
CTE Function Eigenvalue % of Variance Cumulative % Canonical correlation
1 .672a 76.2 76.2 .634
CTE3 2 .110a 12.5 88.8 .315
3 .099a 11.2 100.0 .300
1 .845a 62.2 62.2 .677
CTE6 2 .383a 28.2 90.3 .526
3 .132a 9.7 100.0 .341
1 1.405a 49.9 49.9 .764
CTE9 2 .936a 33.2 83.2 .695
3 .474a 16.8 100.0 .567
1 .900a 55.0 55.0 .688
CTE12 2 .676a 41.3 96.3 .635
3 .061a 3.7 100.0 .240
Table 4. Test of function(s). Boys aged 8
CTE Test of function(s) Wilks' Lambda Chi-square df Sig.
1 through 3 .490 30.300 15 .011
CTE3 2 through 3 .819 8.465 8 .389
3 .910 4.011 3 .260
1 through 3 .346 45.054 15 .000
CTE6 2 through 3 .639 19.030 8 .015
3 .884 5.259 3 .154
1 through 3 .146 81.857 15 .000
CTE9 2 through 3 .351 44.555 8 .000
3 .678 16.485 3 .001
1 through 3 .296 51.776 15 .000
CTE12 2 through 3 .562 24.487 8 .002
3 .942 2.528 3 .470
Table 5. Structure matrix. Boys aged 8
CTE3 CTE6 CTE9 CTE12
No Indicators Function Function Function Function
1 2 3 12 3 12 3 1 2 3
1 Push- ups .195 -.151 -.240 -.683 .090 .620 .221 .053 .666 .023 .334 -.270
2 Speed push-ups, 3 times .583* .449 .504 .548 .263 -.607 .075 .388 -.640 .176 -.423 .727
3 Sit-ups in 30 seconds -.146 -.081 .477 -.690 -.016 -.081 .331 .003 -.340 .241 -.123 .055
4 Trunk lift in 10 seconds -.076 -.353 -.243 .349 -.143 .569 .565 .393 .567 .438 -.309 -.787
5 Standing long jump .114 .490 -.564 -.063 -.761 -.229 .574 -.651 .270 .556 .385 -.282
Table 6. Functions at group centroids. Boys aged 8
Terms of recording CTE3 CTE6 CTE9 CTE12
I mode -0.748 -.622 .651 .964
II mode 0.039 -.027 .124 .204
III mode 1.263 1.442 1.098 .324
IV mode -0.554 -.793 -1.873 -1.492
CTE3 - 54.2%; CTE6 - 68.8%; CTE9 - 83.3%; CTE12 - 66.7%.
Fig. 1. Dynamics of test results in boys aged 8. CTE3: 1 - load variant I, 2 - load variant II, 3 - load variant Ill, 4 - load variant IV
Function 1
Fig. 2. Dynamics of test results in boys aged 8. CTE6: 1 - load variant I, 2 - load variant II, 3 - load variant III, 4 - load variant IV
During a discriminant analysis, it was found that 54.2% of cases were classified correctly. The analysis of group centroids for the CTE3 shows that at the positive pole of the first function, there are the centroids of state after load variant Ill, at the negative pole - the centroids of state after load variants I and IV. Thus, the third variant of strength load has the greatest overall impact on the CTE after 3 classes (Table 6, Fig. 1). Strength load variant I can be recommended for developing speed strength.
CTE6: The first canonical function explains 62.2 % of the variation of results, the second one - 28.2%, which indicates the informativeness of the first and second canonical functions (^ = 0.677; r2 = 0.526; Table 3, CTE6).
The verification of the functions shows their high discriminative ability (^ = 0.346; Pj = 0.000; ^ = 0.639; pl = 0.015; Table 4, CTE6).
Structure coefficients indicate that the most significant changes in the CTE are associated with the work at the first place "Exercises to strengthen arm muscles" and the second one "Exercises to strengthen abdominal muscles" (r1 = -0.683, r2 = 0.548, r3 = -0.690; Table 5, CTE6). During a discriminant analysis, it was found that 68.8% of cases were classified correctly. The analysis of group centroids for the CTE6 shows that at the positive pole of
the first function, there are the centroids of state after load variant III, at the negative pole - the centroids of state after load variants I, II and IV. Thus, the third variant of strength load has the greatest overall impact on the CTE after 6 classes (Table 6, Fig. 2).
CTE9: The first canonical function explains 49.9% of the variation of results, the second one - 33.2%, the third - 16.8%, which indicates the informativeness of the canonical functions (rj = 0.764; r2 = 0.695; r3 = 0.567;
Table 3, CTE9). 1 2 3
The verification of the functions shows their high discriminative ability and value in interpretation with respect to the general population (^ = 0.146; pl = 0.000;
= 0.351; p2 = 0.000; X3 = 0.678; p3 = 0.001; Table 4, CTE9). The first function characterizes the impact of strength load on the dynamics of test results after 9 classes.
Structure coefficients indicate that the most significant changes in the CTE are associated with the work at the third and fourth places (Table 5, CTE9). During a discriminant analysis, it was found that 83.3% of cases were classified correctly. The analysis of group centroids for the CTE9 shows that at the positive pole of the first function, there are the centroids of state after load variant III, at the negative pole - the centroids of state after load
Fig. 3. Dynamics of test results in boys aged 8. CTE9: 1 Fig. 4. Dynamics of test results in boys aged 8. CTE12: - load variant I, 2 - load variant II, 3 - load variant Ill, 4 - 1 - load variant I, 2 - load variant II, 3 - load variant Ill,
load variant IV
4 - load variant IV
variant IV. Thus, the third variant of strength load has the greatest overall positive impact, and the fourth variant has the greatest negative impact on the CTE after 9 classes (Table 6, Fig. 3).
CTE12: The first canonical function explains 55.7% of the variation of results, the second one - 41.3%, which indicates the informativeness of the first and second canonical functions (rj = 0.688; r2 = 0.635; Table 3, CTE12).
The verification of the first and second functions shows their high discriminative ability and value in interpretation with respect to the general population (^ = 0.296; pl = 0.000; X2 = 0.562; p2 = 0.002; Table 4, CTE12). The first function characterizes the impact of strength load on the dynamics of test results after 12 classes.
Structure coefficients indicate that the most significant changes in the CTE12 are associated with the work at the third and fourth places (Table 5, CTE12). During a discriminant analysis, it was found that 66.7% of cases were classified correctly. The analysis of group centroids for the CTE12 shows that at the positive pole of the first function, there are the centroids of state after load variants I-III, at the negative pole - the centroids of state after load variant IV. Thus, the first variant of strength load has the greatest overall positive impact on the CTE12, negative impact - the fourth variant of strength load (Table 6, Fig. 4).
Discussion
The study assumed that the formation of the CTE of three, six, nine, and twelve classes has its peculiarities depending on the mode of strength exercises. It was found that the formation of the CTE of three classes is
most influenced by the third load variant, six classes - by the third load variant, nine classes - the third load variant, twelve classes - the first load variant.
In studying the impact of the mode of strength exercises on the CTE using the scheme:
I variant: CTE3 - CTE6 - CTE9 - CTE12;
II variant: CTE 3 - CTE6 - CTE9 - CTE12;
III variant: CTE3 - CTE6 - CTE9 - CTE12;
IV variant: CTE3 - CTE6 - CTE9 - CTE12,
it was found that after the first variant of strength exercises the greatest overall training effect is observed after nine classes, the second variant - after nine classes, the third variant - after three classes, the fourth variant - after six classes [7]. The data obtained using the scheme: CTE3: I variant - II variant - III variant - IV variant CTE6: I variant - II variant - III variant - IV variant CTE9: I variant - II variant - III variant - IV variant CTE12: I variant - II variant - III variant - IV variant provided an opportunity to assess the total impact of each variant of strength exercises on the dynamics of the CTE of 3, 6, 9, 12 classes and to clarify their peculiarities.
If the analysis of data using the first scheme revealed how each of the load variants affects the CTE, then the analysis of data using the second scheme answered the question as to which load variant is the best for developing a separate CTE of 3, 6, 9, 12 classes and what its focus is.
The obtained data make it possible to choose a load mode at each step of the CTE formation and supplement the information about the results of analysis of the impact of strength loads: on the dynamics of the immediate and delayed training effect [3, 17, 22]; on strength development in a two-week training cycle [19, 23]; on strength development in a four-week training cycle [14,
2021
20, 24]; on strength development in a six-week training cycle [25, 26]; on strength development in an eight-week training cycle [27].
The discriminant function structure coefficients made it possible to identify the factor structure of the CTE of 3, 6, 9, 12 classes, to find that the CTE3, CTE6 are associated with the work at the first place "Exercises to strengthen arm muscles", the CTE9, CTE12 - with the work at the third and fourth places. The CTE of three, six, nine, and twelve classes depends on the modes of strength exercises and has different focuses. The CTE3 - speed and strength focus; CTE6, 9 - comprehensive focus; CTE12 - explosive-strength focus. The obtained data supplement the information on the formation of training effects of strength loads in primary schoolchildren [2, 3, 22].
The results of the study can be used to plan and control strength training in physical education classes in junior school. For planning, the data given in Table 1 are recommended, taking into account the values of group centroids (Table 6, Fig. 1-4). The main method of strength development is the combined method according to the first variant. Exercises at one place are performed in the following order: dynamic effort method, maximal effort method, isometric effort method, repeated effort method. The development of strength is seen as a condition for successful formation of motor skills. The results given in Table 1 can be used as guidelines for monitoring the formation of the CTE.
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Conclusion
The verification of the obtained discriminant functions shows their high discriminative ability and value in interpretation with respect to the general population (p < 0.05).
It was found that the formation of the CTE of three classes is most influenced by the third load variant, six classes - by the third load variant, nine classes - the third load variant, twelve classes - the first load variant.
The discriminant function structure coefficients made it possible to identify the factor structure of the CTE of 3, 6, 9, 12 classes, to find that the CTE3, CTE6 are associated with the work at the first place "Exercises to strengthen arm muscles", the CTE9, CTE12 - with the work at the third ("Exercises to strengthen back muscles") and the fourth ("Exercises to strengthen leg muscles") places. The CTE of three, six, nine, and twelve classes depends on the modes of strength exercises and has different focuses. The CTE3 - speed and strength focus; CTE6, 9 -comprehensive focus; CTE12 - explosive-strength focus. The obtained values of centroids for the CTE of 3, 6, 9, 12 classes enable the management of schoolchildren's strength training.
Conflict of interest
The authors state no conflict of interest.
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Information about the authors:
Olha Ivashchenko; (Corresponding Author); https://orcid.org/0000-0002-2708-5636; ivashchenko@hnpu.edu.ua; Department of Theory and Methodology of Physical Education, H.S. Skovoroda Kharkiv National Pedagogical University; Kharkiv, Ukraine.
Oleg Khudolii; https://orcid.org/0000-0002-5605-9939; khudolii@hnpu.edu.ua; Department of Theory and Methodology of Physical Education, H. S. Skovoroda Kharkiv National Pedagogical University; Kharkiv, Ukraine.
Wladyslaw Jagiello; https://orcid.org/0000-0001-7417-4749; wjagiello1@wp.pl; Gdansk University of Physical Education and Sport, Gdansk, Poland.
Cite this article as:
Ivashchenko O, Khudolii O, Jagiello W. Strength abilities: pattern recognition method in the management of the cumulative effect of strength loads in 8-year-old boys. Pedagogy of Physical Culture and Sports, 2021;25(4):253-260. https://doi.org/10.15561/26649837.2021.0407
This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en).
Received: 15.07.2021
Accepted: 20.08.2021; Published: 30.08.2021
