Prediction of Upper Body Strength By Using Grip Strength Test in Division II American College Football Players’ Grip Strength
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Journal titleHacettepe Journal of Sport Science
MetadataShow full item record
AbstractThe purpose of this study was to investigate if the grip strength could be used to predict upper body strength of college football players through comparing dominant grip strength and upper body strength of college football players. Forty-one Division II National Collegiate Athletic Association football players (24 defensive players and 17 offensive players) participated in the present study. A grip strength dynamometer was used to measure grip strength of football players and the one-repetition maximum (1RM) bench press was used to measure participants’ upper body strength. Each player had undergone a minimum of eight weeks of heavy resistance training during the winter off-season conditioning program prior to measurement. None of the participants had a serious pre-existing injury that could hinder their performance throughout the study, and participants in the study had the ability to understand and perform bench press and grip strength tests. The Pearson product-moment coefficients of correlation and a simple regression were computed to determine relationship between 1RM bench press and grip strength. One-way analyses of variance (ANOVA) were conducted to test the differences in upper body and grip strength among offensive and defensive college football players and their player positions by using their relative strength. Notably, strength scores were divided by body weights to express bench press and grip strength relative to weight. The results of this study showed that grip strength test did not predict the upper body strength of college football players when we used the 1RM bench press strength test as a standard test to measure upper body strength of players (? = .248, p = .118).
CitationSpor Bilimleri Dergisi Hacettepe J. of Sport Sciences 2009, 20 (1), 16–23
Showing items related by title, author, creator and subject.
Ignorance Isn't Strength: The Need for Secondary Education to Address Fake NewsGiblin, Thomas R.; Larkin, Joseph P.; State University of New York College at Brockport (2017-12-16)The way people, and notably young people, are receiving information about the world has changed. Gone are the days of reading trusted print newspapers and in are the days of immediate accesses to information from a variety of sources shared virally through social media profiles and platforms. Students are living in a time period where the term “fake news” is continually mentioned throughout politics and mass media, yet their education rarely addresses these realistic concerns about how people are discovering and sharing information. Research has suggested the ways in which we believe students know how to use the internet due to their frequent usage of it is blatantly false. We need to provide opportunities to students to learn about and detect the ways in which information they come across on the internet can be false in order to ensure we are teaching appropriate 21st century life skills and to keep safe the role of democracy in society.
Long-Term Teacher-Student Relationships: What are the Strengths and Weaknesses?Beers, Morris J.; Schlosser, Linda; Baker, Patricia E.; Stouffer, Alicia M. (2002-04-01)Some educators believe that learning can be enhanced when teachers and students participate in educational models such as multi-age grouping and student-teacher progression (aka looping) over two or more school years. This study addressed the need for research reporting the strengths and weaknesses of these two models. The school observed in this study participated in multi-age grouping for specific activities and in the recent past had participated in student-teacher progression. These questions were asked: What are the strengths and weaknesses of looping? What are the strengths and weaknesses of multi-age grouping? What are the strengths and weaknesses of family grouping as perceived by the parents, students, and teachers? The majority of parents, teachers, and students responded positively and wanted to continue participating in multi-age instruction. They observed that one of the inherent strengths of multi-age instruction and multi-year looping is the development of a long-term relationship between all three groups. Students commented on the benefits of working with their peers – helping one another with learning tasks and the availability of many teachers rather than just one.
Weasels and Angels: Rhetorical and Communicative Strength and Weakness in Selected Women of The Canterbury TalesGlossner-Greer, Emily; The College at Brockport (1993-01-01)This thesis looks at the communicative methods and rhetorical strategies of five women characters found in Chaucer's The Canterbury Tales through the lens of Helene Cixous's description of written female language as applied spoken language to examine the dichotomy of "weakness in strength" and "strength in weakness" these characters portray.