Journal Jan 2018 To June 2018

GLIMPSES
Dr.Abdulhameed Al Ameer,
Chairmen, Physical Educationa Department, KFUPM, Saudi Arabia,
Receiveing Life time achievement award in Physical Education for his
outstanding services at the International conference on Physical Education &
Sports Science at Manipal University, Jaipur, India, Jan 2017.
In picture
Dr.Nishan Singh Deol, Prof. James S. Skinner,former President ACSM, USA,
Dr.Reena Poonia, Org Secretary ICPESS, Dr.Abdulhameed Al Ameer,
Dr.Kaukab Azeem and other Degnitries
1st Telangana Strength lifting Chmapionship 2018, Org by PRO 6 Gym, Moula Ali
From L to R, Mr.Saquib Azeem President TSA,

Md Ameer Hussain, Strong man Senior, Aamir Hussain Strong Man Junior,
Dr.Kaukab AZEEM, Chief Guest, and Mr.M.Sabir General Secreatry TSA.
Dr.Kaukab Azeem
Editor-in-Chief, IJFPHIG
Faculty, Physical Education Department
King Fahd University of Petroleum & Minerals
Saudi Arabia
drakbodybuilding@gmail.com
CHIEF PATRON
Prof. Syed Ahmed Hashmi
Former first principal PG College of Physical Education,Osmania University,
Hyderabad, India, and Goodwill Ambassador for USA.
PATRON
Prof. Grace Helina
Vice Chancellor, Tamil Nadu Physical Education and Sports University, Chennai, India
Associate Editors
Prof.Vesna Babic Vice Dean Croatia
Prof. Shaik Shafiuddin Dean India
Dr.B.Sunil Kumar Secretary, I CT, O. U India
Prof. Loka Bavoji Laxmikanth Rathod Principal, PG college , O.U India
Dr.Reena Poonia Manipal University, Jaipur India
Reviewers
Reviewers Country Reviewers Country
Dr.Arif Ali Khan India Prof.Nurtekin Erkmen Turkey
Dr.Chittibabu India Prof. Metin Dalip Macedonia
Dr. M.Barnabas India Dr. Carl Petersen New Zealand
Dr. Syed Farooq Kamal India Prof. Sadiq Alhayek Jordan
Dr.K.Kamalakkannan India Dr.Leyla Rad Iran
Dr. J. Suganthi India Dr .Mohammed M. Ahmed U.S.A
Prof. S Bakhtiar Choudhary India Dr.Abdulhameed Al Ameer Saudi Arabia
Prof. Dr. Khaled Ebada Egypt Dr.Yvonne Paul South Africa
Members
Mr.Saquib Azeem (Treasurer) India Dr.Abdelmalik Serbout Algeria
Dr. Benedict Atakpu USA
Dr. Tarin Hampton USA
Dr. Paul Chahal Canada
Prof. Sanaa Hussien Egypt
Dr.Saidia Houari Algeria
Mr.Anantayah Kistamah Mauritius
Mr. Henry Cordero Daut Philippines
Mr.Seemab Azeem India
Mr. Meer Abbas Hyder Bangkok
Mr. Tetsuro Kita Japan
Dr. Badriya Al-Hadabi Oman
Prof. Nusret Smajlovic Bosnia
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Table of Content
Sl.n Title’s Page no’s
1 The Effect of Habitual Exercise on The Height of Female University Students. 1-8
Yoichi Tachi1) *, Yuri Sakamoto1) *, Akiko Koike2), Kayoko Sasaki-Fukatsu3),
Kaoruko Iida4), Tetsuro Kita5) and Pao-Li Wang6)
2 Potential Use of Smartphones To Measure Physical Fitness Components by 9- 16
Department of Physical Education in
King Fahd University of Petroleum & Minerals, Saudi Arabia
Mazharuddin Syed Ahmed, Kaukab Azeem
3 The Effect of Sportsmen Participation on Emotional Intelegence Among UG 17-20
Level Student of Tumkur University
Shivanna R, Chandrashekar C , Sowbhagya B.S, R. Srinivasa
4 Knowledge, Self-Perceptions and Common Barriers Relating to Physical 21-25
Activity
Rajalakshmi.G
5 The Impact of the Use of A Proposed Educational Program for Mini-Games in 26-35
the Development of Sense-Kinetic Awareness Among Students of the Stage of
the Intermediate Education During the Lesson of Physical Education and
Sports.
Saidia Houari, Nahal Hamid
6 A Comparative Study between Physical Activity and Exercise Motivation 36-42
among Students of University of Hafr Al-Baten
Abdul Latif Shaikh
7 Violence in sports stadiums 43-48
Zahaf Mohamed
8 Relationship between Sports and Mental Health 49-54
Serbout abdelmalik, Brahimi Mabrouk, Bounachada Yassine
ISSN 2349 – 722X
Volume: 5, No: 1, Jan 2018- June 2018
THE EFFECT OF HABITUAL EXERCISE ON THE HEIGHT OF

FEMALE UNIVERSITY STUDENTS
Yoichi Tachi1) *, Yuri Sakamoto1) *, Akiko Koike2), Kayoko Sasaki-Fukatsu3), Kaoruko

Iida4), Tetsuro Kita5) and Pao-Li Wang6)
1)
Laboratory of Nutritional Physiology, Tokyo Kasei University, Tokyo, Japan
2)
Department of Health and Nutrition, Tokiwa University, Ibaraki, Japan
3)
Department of Food Science, Ibaraki Christian University, Ibaraki, Japan
4)
Department of Nutrion and Food Science, Graduate Shcool of Humanities and Science,
Ochanomizu University, Tokyo, Japan
5)
Health, Sports and Physical Arts, Musashino Art University, Tokyo, Japan
6)
Department of Innovation in Dental Education, Osaka Dental University, Osaka, Japan
*These authors contributed equally to this work

Abstract
The objective of this study was mainly to investigate the effect that habitual exercise has on
factors associated with the height of female university students. Specifically, we investigated
bone mass, habitual exercise, nutritional intake, genetics, and amount of sleep. Of the items
investigated in this study, the factor with the strongest relationship to height was the mean height
of parents. In other words, genetics play the most influential role in height determination.
Comparisons of the effects of exercise and nutrition on height indicated that exercise has a
stronger effect. In particular, those who engaged in high-impact sports during elementary school
were found to have a tendency toward increased height.
Key Words: Height, Physical activity, High impact sports, University student
INTRODUCTION
Height is the vertical distance from the floor to the top of the head when a human being stands
straight up. In addition to weight, it is one of the most representative items of numerical data that
indicate the size of an individual. An individual‘s height is known to be determined by the
secretion of growth hormones 1-3). Many factors other than growth hormones, however, affect an
4-6) 7, 8) 9, 10)
individual‘s height. Such factors as genetics , nutritional state , amount of sleep , and
11)
exercise have been studied, but much remains unknown about exercise in particular. Thus, we
investigated the relation between height and habitual exercise. The objective of this study was
mainly to investigate the effect that habitual exercise has on factors associated with the height of
female university students. Specifically, we investigated bone mass, habitual exercise, nutritional
intake, genetics, and amount of sleep.
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METHOD
(1) Subjects
The subjects were 534 female students aged between 19 and 23 who live in Japan. Height
measurements taken within the past six months were utilized. Surveys were conducted using
bone mass measurements and a questionnaire. The subjects were provided with both oral and
written explanations of the objectives of the study and their freely-granted written consent was
obtained. We performed this research with the approval of the Ethics Committee of Tokyo Kasei
University (approval no. Itabashi H26-03).
(2) Bone mass measurements

Bone mass measurements were done using a quantitative ultrasonic measurement method. The
subjects‘ right calcaneus bones were measured using a densitometer (AOS-100SA, Hitachi
Aloka Medical). First, the ultrasonic propagation velocity (speed of sound: SOS) and the
transmission index (TI) were measured. Then, the Osteo Sono assessment Index (OSI) was
calculated using the following formula: TI×SOS2. OSI is an index of bone strength that includes
bone elasticity and strength, which are associated with flexibility. In this study OSI was used as
an index corresponding to bone mass. OSI values shown in this study were divided by 106.
(3) Questionnaire
The subjects were asked what types of exercise they engaged in during the following three
periods in their lives: Elementary school, junior high school, senior high school. They were able
to indicate more than one exercise during any of the three times periods. They were also asked to
indicate the number of hours per week they engaged in these exercises during the three times
periods. They also indicated the amount of milk they drank per day during the three times
periods. Since studies that have utilized milk, which is a typical food that contains calcium, as an
index have been published in international journals 12), we have utilized this index as a reference
in our study as well. The subjects also indicated the number of hours of sleep per day during the
three times periods as well as their parents‘ heights.
(4) Current nutritional status
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Two hundred eighty-five out of 534 university students responded to our survey of their current
nutritional status. Intake amounts of four basic nutrients (calcium, magnesium, vitamin D,
vitamin K) were then calculated based on their responses. Calculations were made using Food
Frequency Questionnaire Based on Food Groups (FFQG) Ver. 3.0, which is an add-on software
for the Excel Eiyo-kun program.
(5) The effect of exercise intensity on height

Those who engaged in under 30 min per week of exercise were placed in the non-exercise group.
Those who engaged in 30 or more min per week of exercise were placed in the high-impact
group if they engaged in a high-intensity exercise and in the low-impact group if they engaged in
a low-intensity exercise. The specific types of exercises are shown in Table 1. This classification
system is based on research conducted by Hara et al 12). The Hara et al. classification was
determined based on numerous international studies, and its reliability is reported to be high 13-
17)
.
(6) Statistical processing

All data is shown as mean ± standard deviation (SD). Pearson‘s correlation coefficient was used
as the index of correlation between any two groups, and significance was tests. Comparisons of
three groups were done using one-way analysis of variance after confirming the Gaussian
distribution of the data. The Tukey-Kramer test was then applied to cases that were shown to
have a significant correlation. Statistical analysis was conducted using SPSS ver10.0 and JMP13.
P-values of <0.05 were considered significant.
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RESULTS
(1) Characteristics of the subjects

The subjects‘ mean age was 20.0±1.0 years, height was 158.3±5.5 cm, weight was 51.4±6.5 kg,
body mass index (BMI) was 20.5±2.2 kg/m2, bone mass (OSI) was 2.8±0.3, and bone mass
(%YAM) was 103.3±11.1 (Table 2).
(2) The relation between the factors expected to have an effect and height
Table 3 shows the relations between height and factors expected to have an effect. Bone mass
(OSI) showed low correlation (r=0.17, p<0.01). Both father‘s height and mother‘s height were
found to have strong correlations, indicating that the parents‘ mean height has an extremely
strong correlation (r=0.52, p<0.01). Time spent exercising (hours/week) during elementary
school and junior high school and height were found to have low correlation (elementary school:
r=0.16, p<0.16, junior high school: r=0.13, p<0.01). Time spent exercising (hours/week) during
senior high school, amount of sleep (hours/day), milk intake (200 ml/day) and height were found
to have no correlation.
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(3) The relation between exercise intensity and height

Since a low correlation was found between time spent exercising (hours/week) during
elementary school and junior high school and height, the relation between exercise intensity and
height was then investigated. During elementary school, the high-impact group had significantly
higher values than both the non-exercise group and the low-impact group (p<0.05, Figure 1).
During junior high school the high-impact group (159.1±5.6) had significantly higher values than
the non-exercise group (158.1±5.2; p<0.05).
(5) The relation between current nutritional status and height

The results have showed that the current daily nutritional intake status per individual university
student was as follows: calcium was 472±172 mg, magnesium was 193±57 mg, vitamin D was
4.4±2.4 μg, and vitamin K was 158±64 μg. Of these, only calcium showed a significant
correlation to height, although this correlation was weak (r=0.14, p<0.05; Table 4).
DISCUSSION
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Table 2 shows the characteristics of the 534 subjects. These data are for Japanese females in the
same age groups in the general population. Investigation of the relation between height and
factors expected to have an effect on height indicated that the factor with the highest correlation
data was the mean height of the parents (r=0.52, p<0.01). This signifies the fact that of the
factors that determine height genetics is the strongest factor, which is consistent with the findings
18-20)
of numerous previous studies . The results indicated that, although weak, there was a
significant correlation between height and bone mass. The fact that the quality of bone that forms
the skeleton has an effect on height is probably a matter of course.
Time spent exercising (hours/week) during elementary school and junior high school and height
were found to have a weak correlation. The results of subsequent investigation of the relation
between exercise intensity and height during these two times periods indicated that the high-
impact group had significantly higher values than both the non-exercise group and the low-
impact group (p<0.05, Figure 1). This result indicates the possibility that engaging in high-
impact exercise during elementary school may increase height. During junior high school the
high-impact group (159±5.6) had significantly higher values than the non-exercise group
(158.1±5.2). However, based on the results for junior high school, it would be difficult to assume
that high-impact exercise increases height. This is because of the strong possibility that students
at that age who already show increased height may have chosen high-impact sports in which
increased height is advantageous, such as volleyball and basketball.
No correlation was found between height and time spent exercising (hours/week) during senior
high school, amount of sleep (hours/day), or milk intake (200 ml/day). When past nutritional
status is investigated, it is difficult to ensure the accuracy of the data obtained. Thus, although
milk intake allows a rough prediction of calcium intake, a relation between the two was not
found. However, when the survey is conducted while the subjects are in university, it is possible
to investigate the details of their current nutritional status. Therefore, the Food Frequency
Questionnaire Based on Food Groups (FFQG), which is an add-on software for Excel Eiyo-kun,
was used to calculate the daily intake of calcium, magnesium, vitamin D, and vitamin K for 285
of the 534 university students. The results indicated that there was a significant correlation,
although weak, only with calcium intake. Nutritional intake during university cannot be used to
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directly predict nutritional intake during the subject‘s growth phase. However, it is possible to
observe past calcium intake trends. Calcium intake may be related to height.
CONCLUSION
Of the items investigated in this study, the factor with the strongest relationship to height was the
mean height of parents. In other words, genetics play the most influential role in height
determination. Comparisons of the effects of exercise and nutrition on height indicated that
exercise has a stronger effect. In particular, those who engaged in high-impact sports during
elementary school were found to have a tendency toward increased height.
ACKNOWLEDGEMENTS
We express our sincere thanks to the participants of the survey. This study was partially funded
by inter-university joint research funds for 2014–2016.
Reference
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Potential use of Smartphones to Measure Physical Fitness

Components by Department of Physical Education in
Dr. Mazharuddin Syed Ahmed,
e-Learning Center, Deanship of Academic Development,
Dr. Kaukab Azeem
Assistant Professor (v), Physical Education Department
mazhar@kfupm.edu.sa
Abstract
This study systematically explains the potential use of smartphones as a tool to measure and monitor
physical fitness components for the Department of Physical Education, King Fahd University of
Petroleum & Minerals. The study conducts two surveys: one to identify the most important physical
fitness components used by faculty, and two: to find the readiness of faculty to use mobile devices as tools
for teaching and learning. The study concludes with suggesting the important applications for
smartphones available in the market for to measure and monitor physical fitness components.
Key words: Smart phones, Technology, Learning, Fitness
INTRODUCTION
Learning with technologies is a rampantly changing world of ever evolving gadgets, standards
and tools. The beginning of the millennium brought the revolution of smart phones. Mobile
learning is new way of learning used in education that takes advantage of mobile corresponding
technology, among which Smartphone is a clear leader. Smart phones are equipped with state-of-
the-art operating systems that can run applications using inbuilt sensors such as light sensor,
accelerometer, gyro, and GPS, among others. The Information age people are obtaining,
analysing, and processing huge capacity of information using smartphones [1]. Universities have
also witnessed a surge in the numbers of students bringing one or more mobile computing
devices such as Personal Digital Assistants (PDAs), laptops and tablet computers.
Mobile learning (m-learning) is the expansion of digital learning - learning contents same as
digital learning does, but the way to acquire knowledge and information is by means of mobile
corresponding network and mobile corresponding devices [2]. One of the main objectives of m-
learning is to reach as many learners as possible. [3]. Many professors of physical education
consider that the traditional teaching method of sports should be also being made available
through m-learning [4].
Although there are some drawbacks of using mobile phones for learning (such as the small
screen size for viewing learning content), tis advantage over e-learning cannot be ignored. Some
of the advantages are:1) Majority of learners have mobile phone; 2)Most of the mobile phones
are cheaper than desktop or laptop. computers; 3) Mobile phones are of smaller size and lighter
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in weight and therefore can be carried around to learn at any time anywhere. High mobile phone
penetration rate can ensure that most learners engage in mobile learning based on ‗technological
push‘ pedagogy [3}. As smart phone technologies are already an integral part of young people,
homes and social places, we face new problems and issues that pertain to the optimal use of
technologies to support learning.
Physical Education (PE) department at King Fahd University of Petroleum & Minerals
(KFUPM) has one of the largest enrolments of students per semester. They offer 98 sections for
all university colleges and 92 sections for the Orientation Preparatory Year (OPE) that intakes
about 2000 students per semester. There are 22 Faculty and 20 training staff in the department.
Apart from the academic responsibilities, the department takes initiatives in organizing health
and fitness awareness program for obese students, faculty and staff by hosting a variety of
activities and training camps throughout the year [6]. There are other annual activities such as 3K
walk, 5K Run, interclass tournaments for students, and myriad sports activities for faculty and
staff of CASS (College of Applied and Supporting Studies).
The measurement of physical activity and of the factors influencing it, is an important part of
health promoting efforts to address physical inactivity. [7]. The PE faculty measures a number of
components as part of their regular health fitness teaching, monitoring, and training. However
the faculty emphasizes on a few components which are critical to their physical fitness
assessment routine. Physical Education faculty uses a variety of manual methods and devices to
record physical fitness components.
Currently, smartphones run on operating systems such as Windows Mobile, Google‘s Android,
Blackberry‘s QNX, Nokia‘s Symbian, and Apple‘s iOS. Applications have to be specifically
designed to run on a particular OS. In addition to the companies offering the OS, there is an army
of third party developers who design and develop applications for these OSs. In the area of
fitness, a variety of applications exists that can record most of the fitness monitoring and
pedometer data such as time, speed, distance, and number of calories burnt, among others. .
Further, smartphones are also equipped with cameras and audio visual applications to record a
video of a physical activity, document and illustrate it graphically and record voice instructions.
Smartphones can also play instructional videos for student as required and set reminders,
schedule of classes and training. Instant messaging, location and facility info, FAQs,
Supplementary learning content, instant surveys, quiz, podcast, creating videos as training
instructions, safety and precaution guide lines, e-books are other possibilities to name a few.
METHOD
This study aims to find the critical PFCs used by the PE faculty. The study aims to find Critical
PFCs by the faculty and their readiness to use smartphones for measuring the same.
The survey method was used for the study. A survey was conducted during spring semester of
2011 to collect data from all faculty members of the department.
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The survey was divided in two parts. Part-Iof the survey focused on estimating the most
important PFC used by the faculty. The listed PFC in the survey were based on literature review.
Part-II focused on assessing the readiness of physical education faculty to use smartphones as
PFC measuring tool. The data from the faculty is collected using the Likert scale.
Physical Fitness Components
PFC measurement is considered very important to health and physical education academia. They
are criterion to facilitate physical education to better design, monitor, and plan educational
process. PFC can be categorized related to sports and health skills that pertain more to athletic
ability [8]. PFC are Ideally monitored with respective intensity, duration, frequency and mode of
activity should be monitored and, if a true picture of habitual physical activity is required, some
account should be taken of day to day variation [8]. PFCs is a set of attributes that are either
health or skill related. The degree to which people have these attributes can be measured with
specific tests and calculators [9].
Mal stated that the components of physical fitness like strength, speed, endurance, flexibility and
the various coordinative abilities are essential for a high technique and tactical efficiency [10]. In
view of the above literature review table 1.0 list 21 important PFCs to be evaluated by the
KFUPM PE faculty.
Table 1.0 Important PFCs as potential applications for smartphones
No. Physical Fitness Components Type

1 Anatomy Description Information
2 Pedometer Calculator
3 Daily Caloric Needs Calculator
4 Muscle Building Calculator
5 Anthropometric Information
6 Body Mass Index Calculator
7 Basal Metabolic Rate Calculator
8 Body Size Calculator
9 Exercise Routine Calculator
10 Weight Training Information
11 Heart Rate Calculator
12 Flexibility Test Calculator
13 Sit Ups Test Calculator
14 Activity Calorie Calculator
15 Percent Body Fat Calculator
16 Weight Training Load Calculator
17 Step Test Calculator
18 Calorie Information
19 Diet Tracker and Nutrition Details Information
20 Physical Activity Calorie Calculator
21 Food and Activity Calculator
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RESULTS AND ANALYSIS
(Survey part-I)
The results of the survey were statistically assessed for the scale of Extremely Important,
Important, not important and not sure. Each of the components were individually assessed and
the priority of the feedback documented individually.
Findings from the study conducted on PE faculty of KFUPM to identify critical physical fitness
components (PFC) are listed here:
100
Extremely Important Important Not Important Not Sure
87.5
90
81.25
80 75
68.75 68.75
70 62.5 62.5 62.5
60 55 56.25 56 56 56 56.25
50 50
47
50 44 43 43.75 43.75 43
45
40
37.5 37.5 37 38 38 38 38
40 35 34
31.25 30 31.25
28
30 25 25 25 25 26 25
18.75 20 20 19
20 12.5
15
10 6.25 6.25 6.25 6.25 6.25 6.25

0 0 0 0 0 0 0 0
0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21
Figure 1: Response of KFUPM Faculty for Physical Fitness Components
More than 75% of respondents opined that physical fitness components 2, 5, and 11 are
‗extremely important‘, whereas the remaining respondents opined that these components are
‗important‘. More than 60% of respondents opined that physical fitness components 3, 4, 14, 17,
and 21 are ‗extremely important‘. More than 50% of respondents opined that physical fitness
components 9, 13, 15, 17, and 21 are ‗extremely important. More than 35% of respondents
opined that physical fitness components 1, 10, and 12 are ‗extremely important‘ and more than
50% of respondents opined that these are ‗important‘. Majority of respondents opined that the
components 6, 7, 8, 16, 18, 19, and 20 are ‗not important‘ for regular measurement activities in
physical education. From the findings of survey, it can be concluded that out of 21 components
listed in the table 1.0, 14 components are considered critical by the KFUPM faculty of Physical
Education. They are components 1, 2, 3, 4, 5, 9, 10, 11, 12, 13, 14, 15, 17, and 21.
(Survey part-II)
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This part of the study was to assess the PE faculty readiness towards using smartphones to
measure the physical fitness components. The figure 2.0 highlights all the responses evaluated
using Likert scale.
1. Figure 2 shows that more than 50% of the faculty use Smartphone with Android or iOS
mobile operating systems while 15% of the faculty use Nokia Smartphone and other brands.
35
29
30
25
20 18 18 18
15
10
0
Android iOS Nokia Other
Figure 2: Faculty using Mobile Devices
2. Figure 3.0 shows that 65% of the faculty browse internet, 59% send and receive SMS/MMS,
and 47% send and receive emails using mobile devices on regular basis
Frequently Occasionally Rarely Never

50 47
45 41
40
35
35
29 29 29
30
25
20 18 18 18
15 12 12 12
10
5
0
2 3 4
Figure 3: Faculty using mobile devices for communication
3. Figure 4.0 illustrates more than 70% of the faculty use both mobile devices and computers for
social networking
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Frequently Occasionally Rarely Never

70
59
60
50
41
40
29
30
24 24
20
12
10 6 6
0
5 6
Figure 4.0: Faculty using mobile devices for communication
4. Figure 5.0 illustrates more than 65% of the faculty showed their willingness to use mobile
device as a monitoring tool while 65% of the same faculty expressed that m-learning will
facilitate their learning intensely. About 82% of the faculty showed their willingness to
provide learning content for m- learning
60 Strongly Agree Agree Undecided Disagree
53
50
41 41
40 35
29 29
30
24 24 24 24
20 18 18 18
12
10 6 6
0
7 8 9 10
Figure 5.0: Faculty willingness to use mobile device for teaching and learning
Smartphone's Applications for Measuring PFCs
It had been found that the contemporary practice of measuring PFC by the faculty is found to
manual. The results of the survey II clearly indicates that the faculty is ready for using
smartphones. As such they can use smartphones for measuring the critical PFCs. There a host of
suitable PFC measuring applications available in the market as listed in table 2.o . Using
smartphones to monitor and measure the components will greatly minimize the time, improve
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efficiency and give tremendous advantage in keeping a digital record of all the measured
components.
These component scan be monitored efficiently by using smartphones for generating reports,
analyzing data and documenting the progress of health fitness.
No PFC Android iphone

1 Anatomy Description Atlas of Anatomy e-Anatomy In App
2 Pedometer Pedometer Pedometer
3 Daily Caloric Needs Daily Caloric Needs Exorcise Calorie Calculator
Calculator
4 Muscle Building Building Muscle Muscle Building Mania
5 Anthropometric Pediatric ICU Simply Ceph
6 Exercise Routine Exercise In Your Daily Daily Routine
Routine
7 Weight Training Ironline Weight Training Weight Lifting and Weight Training
8 Heart Rate Heart Rate Zone Calculator Instant Heart Rate - measure
9 Flexibility Test Dodging Stone! Stretching For Flexibility)
10 Sit Ups Test Sit Up Two Hundred Sit-Ups
11 Activity Calorie Activity to Calorie Calculator Fitbit Activity and Calorie Tracker
12 Percent Body Fat Accurate Body Fat Calculator APFT Body Fat Calculator
13 Step Test Step Test
14 Food and Activity WW Food & Activity Calc Compare Food: Good Food-Bad
Food
CONCLUSION
In general, it may be concluded that using smartphones for measuring and monitoring PFC in the
department of Physical Education, KFUPM was well-received by faculty and staff. It was also
evident from this study that the 14 PFC identified from the survey are critical for physical fitness
measuring and monitoring activities. Further the PE faculty showed tremendous interest and
motivation to use mobile device as a teaching, communicating and Learning tool.
Acknowledgment
The Author thanks the King Fahd University of Petroleum & Minerals, Dhahran, Saudi
Arabia, Mr. Ramesh Vadde and Mr. Anil Kumar for their help in the completion of this study.
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References
1. Peng Yunzhi (2011). "Research on Physical Education in High School using
IT". Communication Software and Networks (ICCSN), IEEE 3rd International Conference.
2. Zhang Wei, Su Liqiang (2011). "Mobile-learning (M-learning) Apply to Physical Education
in Colleges". Circuits, Communications and System (PACCS), Third Pacific-Asia Conference.
3. Zoraini Wati Abas, Tina Lim, Harvinder Kaur Dharam Singh, Wei Wen Shyang (2009).
"Design and Implementation of Mobile Learning at Open University Malaysia". The 9TH
SEAAIR Annual Conference, Pulau Pinang, Malaysia.
4. Chun-Hong Huang, T. L. Won, Chun-Yeh Liu, Yen-Da Chen and Yung-Hu i Chen, (2009).
"Multiple-video-based E-Iearning Platform for Physical Education". Pervasive Computing
(JCPC), 2009 Joint Conferences.
5. Spikol, D., Milrad M., (2008). "Combining Physical Activities and Mobile Games to Promote
Novel Learning Practices". Wireless, Mobile, and Ubiquitous Technology in Education,
WMUTE 2008. Fifth IEEE International Conference.
6. Adrian Bauman, Philayrath Phongsavan, Stephanie Schoeppe and Neville Owen, (2006).
"Physical activity measurement– a primer for health promotion". IUHPE, Promotion &
Education Vol. XIII, No. 2.
7. Carl J. Caspersen, Mph Kenneth E. Powell, Gregory M. Christenson. (1985). "Physical
Activity, Exercise, and Physical Fitness: Definitions and Distinctions for Health-Related
Research". Public Health Rep. 1985 Mar-Apr; 100(2).
8. Armstrong, Neil, Welsman, Joanne R. (2006). "The Physical Activity Patterns of European
Youth with Reference to Methods of Assessment". Sports Medicine, Volume 36.
9. Susanna Mann (2008). "The emergence of mobile devices influencing learning from the
viewpoint of convergences". Sports Medicine, Volume 36.
10. Biru Mal (1982). "Scoring Ability in Football". SNIPES Journal, April 1982.
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THE EFFECT OF SPORTSMEN PARTICIPATION ON

EMOTIONAL INTELEGENCE AMONG UG LEVEL STUDENT
OF TUMKUR UNIVERSITY
SHIVANNA R.
Research Scholar Bharthiyas University Coimbatore Tamilnadu E.Mail :
Chandrashekar C ,
Research Scholar Bharthiyas University Coimbatore, Tamilnadu,
Sowbhagya B.S.
Physical Education Director, Govt. First grade College, Tumkur.
Dr. R. Srinivasa
Principal and chairman, University College of physical education, Bangalore University,
Jnanabharathi, Bangalore
Abstract
Many educators and psychologists believe that students who receive an exclusively
academic environment may be ill equipped for future challenges, both as individuals as well as
members of the society. Certain instances come in our day to day life wherein the brightest
students in a class did not succeed later in their lives as individuals having well rounded
personalities as compared to their less intellectual counterparts. These examples are particularly
evident in various fields like politics, business and administration (Singh, 2002). But then a
question arises what is it that helps a person to succeed in life other than intelligence? Which
human quality is it that helps people to function better in all spheres from career to personal life?
With the dawn of 21st century, the human mind added a new dimension which is now being held
responsible more for success than intelligence. This is termed as Emotional Intelligence and is
measured as EQ (Emotional Quotient).
Key words: Emotional, Intelligence, Sportsmen, Performance
INTRODUCTION
Concept of Emotional Intelligence- Over the past several years the term emotional
intelligence has received much attention as a factor that is useful in understanding and predicting
individual's performance at work, at home, at school etc. The concept of Emotional Intelligence
was first introduced by Salovey and Mayer in the early 1990"s and made popular by Daniel
Goleman with publication of his book:"Why it can matter more than IQ" in 1995. Emotional
intelligence is the capacity to create positive outcomes in relationships with others and with
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oneself. According to Mayer and Salovey (1993), emotional intelligence is the ability to monitor
one's own and others" feelings and emotions, to discriminate among them, and to use this
information to guide one's thinking and actions. Thus, emotional intelligence is an umbrella term
that captures a broad collection of interpersonal and intrapersonal skills. Interpersonal skills
consist of the ability to understand the feelings of others, empathies, maintain and develop
interpersonal relationships and above all our sense of social responsibility. On the other hand,
intrapersonal skills comprise of the ability to understand one's own motivation. Emotional
intelligence plays a key role in determining life success.
Statement of the Problem: To study the effect of sportsmen participation on emotional

intelligence among UG Level students of Tumkur University
OBJECTIVES
1. To assess the emotional intelligence among UG Level students who are active in sports.
2. To compare the level of emotional intelligence among UG Level students who are active in
sports and non-active sports
Hypothesis
"Sports participation enhances emotional intelligence among UG Level students of Tumkur
University "
Research Design: Between two group research design is used.
Sampling
The data was collected from a sample of 100 UG Level students who come under the age group
of 18 to 23. Among them 50 were boys who are actively involving in competitive sports and
other 50 boys who are not involved into any kind of competitive sports.
Variables
Independent variable: Sports participation
Dependent variable: Level of Emotional Intelligence
Measures
1. A detailed interview schedule is prepared to collect the demographic details of the subjects.
2. Mangal Emotional Intelligence Inventory Mangal and Mangal (2004).
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METHOD
In order to collect data the survey method was used. The sample of the study consisted of 100
students who were studying in different Colleges situated in Tumkur city. Only students of
classes of UG students were taken for the study. Among the participants 50 boys who were
actively involved in competitive sports and 50 boys who are not involved in any kind of
competitive sports for the study. To collect necessary information for this study, investigator
specially designed interview schedule was used along with Emotional Intelligence Inventory
developed by Dr. S.K. Mangal and Mrs. Shubra Mangal. Emotional Intelligence Inventory has
100 items, 25 each from the four areas to be answered as "yes" or "no". The mode of response to
each item is either "yes" or „no" indicating complete agreement or disagreement with the
proposed statement. Tool has both positive and negative items. For scoring one mark is provided
for the response indicating presence of emotional intelligence and zero for the absence of
emotional intelligence. In order to test the hypotheses, investigator applied t-test.
ANALYSIS AND INTERPRETATION
In the present study researcher intends to examine the level of emotional intelligence among
students who participate in competitive sports and students who do not participate in any kind of
competitive sports.
Table-1: shows the mean, standard deviation and t-test of sport participants and non-participants.
N Mean S.D T-Ratio

Sports Persons 50 47.16 10.467
Non-Sports 50 37.14 7.959 5.38
Persons
Graph showing the mean value of the boys who participate actively in sports and who do not
take part in any kind of sports
It is observed from the above table that t- value of 5.38 was found significant at 0.01 levels.
Based on the obtained results it can be observed that the students who are actively involving in
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competitive sports have higher emotional intelligence level when compared with non-
participants. In other words, it is implied that participation in sports positively influence on
emotional intelligence.
CONCLUSION
On the basis of the results which were obtained it can be concluded that sports play an important
role in the increasing the emotional intelligence of an individual and in turn in helps him to cope
with the environment in which he lives.
LIMITATION AND SUGGESTIONS

1. Sample restricted to only boys and chosen from Tumkur city.
2. Since the sample was small the study can't be generalized.
3. The study was restricted only to state level players. It could have been including higher level
participation also.
4. The study is confined only to the secondary school children.
REFERENCES
1. Berrocal, P.F., Alcaide, R., Extremera, N., and Pizarro, D. (2006). The role of emotional
intelligence in anxiety and depression among adolescents. Individual Differences
Research, Vol. 4, Issue 1, pp.16-27.
2. Bhatia, G. (2012). A study of Family relationship in relation to emotional intelligence of
the students of secondary level. International Journal of Scientific and Research
Publications, Volume 2, Issue 12, pp.1-5.
3. Dubey, R. (2012). Emotional intelligence and academic motivation among adolescents: A
relationship study. International Journal of Multidisciplinary Research, Vol.2, Issue 3, pp.
142-147.
4. George, R., and Shari, B. (2012). Role of emotional intelligence on stress and coping of
gifted adolescents. International Journal of Physical and Social Sciences, Vol.2, Issue 9,
pp. 524-538.
5. Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. London:
Bloomsbury.
6. Katyal, S., and Awasthi, E. (2005). Gender differences in emotional intelligence among
adolescents of Chandigarh. J. Hum. Ecol, Vol. 17, Issue 2, pp. 153-155.
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KNOWLEDGE, SELF-PERCEPTIONS AND COMMON

BARRIERS RELATING TO PHYSICAL ACTIVITY
Rajalakshmi.G
Sports Officer, Alliance University, Bangalore - 562106
Abstract
Millions of people want to live a healthy lifestyle, but there are major barriers that keep them
from being, or becoming regularly physically active. In today‘s society, most people are stressed
out, time-starved and budget-challenged. Understanding these common barriers to physical
activity and creating strategies to overcome them may help people to make physical activity part
of their daily life. The objectives of this study were to investigate the common barriers and their
knowledge, beliefs and self-perceptions relating to physical activity. All persons aged between
25-55 years (N=50) were involved in this study. The data were collected through questionnaire
consists of series of questions related to physical activity. Descriptive statistics were used to
determine the percentage of women meeting physical activity and its guidelines and for
comparing exercise-related perceptions and beliefs. Women were least likely to meet physical
activity recommendations due to few major reasons like time constrains, family commitments
and lack of will power. Most women were not meeting physical activity recommendations,
particularly working women. Perceptions of exercise-related beliefs differed, although not
significantly among any particular group. Specially designed program for working women and
motivation from family members and the peer group can help them to improve the healthier life
through physical activity.
Key Words: physical activity, self-perceptions, barriers of physical activity, knowledge on
physical activity.
INTRODUCTION
WOMEN AND PHYSICAL ACTIVITY

Physical activity is defined by the World Health Organisation as ‗any bodily movement
produced by skeletal muscles that require energy expenditure‘. Physical activity is a gendered
issue because the context of women‘s lives can impact on their ability to participate in regular
physical activity.
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Many women find it hard to find the time to exercise due to the demands of parenting and lack of
time, money or motivation. However, there are lots of ways one can incorporate exercise into
their weekly schedule. A few minor changes to the daily lifestyle can also increase ones physical
activity level.
Social inequality, poverty and inequitable access to resources, including health care, result in
a high burden of non-communicable diseases among women worldwide. Although women
generally tend to live longer than men, they are often in poor health. Regular physical activity
can improve women‘s' health and help prevent many of the diseases and conditions that are
major causes of death and disability for women around the world. Many women suffer from
disease processes that are associated with inadequate participation in physical activity:
 Cardiovascular diseases account for one-third of deaths among women around the world
and half of all deaths in women over 50 years old in developing countries.
 Diabetes affects more than 70 million women in the world and its prevalence is projected
to double by 2025.
Physical Activity has also been associated with improved psychological health by reducing
levels of stress, anxiety and depression. It has also been suggested that physical activity can
contribute to building self-esteem and confidence and can provide a vehicle for social integration
and equality for women in society.
APPROPRIATE PHYSICAL ACTIVITY FOR WOMEN
Physical inactivity is the leading contributor to disease in women; therefore physical activity is
important for the health and wellbeing of women as it provides a range of physical, social and
mental health benefits. To gain health benefits, physical activity needs to be done at moderate
intensity and it is recommended that women and men complete at least 30 minutes of moderate-
intensity physical activity on most, preferably all, days.
Although in principle, women should be encouraged to increase their participation in physical

activity, it is important not to overlook the fact that often in rural and in low income urban areas
women may be already physically exhausted by other forms of day-long ―occupational‖ physical
activities. Women in these areas may need a better balanced set of support actions such as
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adequate nutrition, income generation initiatives, advice on physical activities most relevant to
their specific conditions and adapted leisure pursuits.
STATEMENT OF THE PROBLEM
The purpose of the study was to find out the common barriers of physical activity among
women and also to find out their knowledge, belief and self-perception relating to physical
activity.
OBJECTIVE
1. This study will help to identify the barriers of healthy living through physical activity
among the working women.
2. This study will also be help to identify the appropriate physical activity level for the
common working women.
3. This study may throw light on developing the fitness level for the health concern and also
for the physically active life.
DELIMITATION
1. The study was delimited to 50 women who are mostly involved in work.
2. The age of the subjects selected for this study ranged between 22-55 years.
The study was confined to the following parameters.
VARIABLES
1. Barriers to physical activity - Questionnaire

2. Knowledge on physical activity - Questionnaire
3. Self-perception on physical activity - Questionnaire
METHOD
The purpose of the study was to find out the common barriers, knowledge and self-
perception relating to physical activity. To achieve the purpose of the study 50 working women
were selected from Alliance University. They were selected randomly. They are asked to fill up
the questionnaire which contains questions related to physical activity.
SELECTION OF THE VARIABLES

The investigator reviewed a number of research journals, magazines and books on
barriers to physical activity and selected the following factors or variables for the study.
 Lack of time
 Lack of motivation
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 Lack of money
 Health problems
 Parenting demands
 Family influence
 Eating habits
 Understanding the recommendations for physical activity levels
EXPERIMENTAL DESIGHN
The subjects were selected for this study through random group design. 50 working women were
selected. Prior to distributing the questionnaire to the subjects orientation on that questionnaire
and about the study was given and data were collected.
CRITERION MEASURES:
To find out the common barriers for the physical activity and the knowledge and perception on
physical activity, questionnaires were used and data was collected from them.
DATA COLLECTION
S.NO VARIABLES
through
1. Barriers to healthy lifestyle Questionnaire
2 Knowledge on physical activity Questionnaire
3 Self-perception on physical activity Questionnaire
STATISTICAL TECHNIQUE:
The collected data were analysed through descriptive statistics method to find out the
barriers of healthy living through physical activity and their knowledge, perceptions relating to
physical activity among working women.
CONCLUSION
Within the limitations of the study, the following conclusions were drawn.
Women were least likely to meet physical activity recommendations due to few major reasons
like time constrains, family commitments and lack of will power. Most working women were
not meeting physical activity recommendations. Perceptions of exercise-related beliefs differed,
although not significantly among any particular group. Specially designed program for working
women and motivation from family members and the peer group can help them to improve the
healthier life through physical activity.
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Overall the women who involved in both occupational and household hardly find time for
physical activity.
RECOMMENDATIONS
The findings of this study proved that there was difference in people‘s perception,
knowledge on physical activity. It is recommended that instead of going for traditional way of
physical activity it is advised to adopt a new kind of training and it helps them for better healthy
living. Understanding common barriers to physical activity and creating strategies to overcome
them may help them make physical activity part of their daily life.
REFERENCES:
1. http://www.who.int/en/
2. http://www.cdc.gov/physicalactivity/everyone/getactive/barriers.html
3. http://www.cdc.gov/physicalactivity/everyone/getactive/barriers.html
4. http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Physical_activity_women?open
5. http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Physical_activity_women?open
6. http://www.cardinalhill.org/chrh/health-and-wellness-resources/348-overcoming-barriers-to-
physical-activity
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THE IMPACT OF THE USE OF A PROPOSED EDUCATIONAL

PROGRAM FOR MINI-GAMES IN THE DEVELOPMENT OF
SENSE-KINETIC AWARENESS AMONG STUDENTS OF THE
STAGE OF THE INTERMEDIATE EDUCATION DURING THE
LESSON OF PHYSICAL EDUCATION AND SPORTS
Saidia Houari
Director of Measurement and Evaluation Laboratory in Physical and sports
Activities, University of Tissemsilet, Algeria
Nahal Hamid
University of Tissemsilet, Algeria
1 – Problem of the study
The field of teaching in physical education and sport has taken on a new form. The
professor has become dependent on the elements of entertainment and recreation in directing the
lesson of physical education and sport through small games to build quotas in various individual
and collective activities. The games play a vital role in activating the learners. The maximum
effort and energy to achieve the desired goal of learning and efficiency, where confirmed studies
carried out by specialists, including Mohammed Hassan Allawi, the phenomenon of play and
activity when the student that playing a proper way to form the personality of the learner and
contribute to the construction and development of several Physical and mental aspects, as well as
its contribution to its integration into society both inside and outside the institution, especially in
the intermediate education stage (12-15 years), which is the basis of building the normal
individual to distinguish the style of mini-games with happiness in movement, activity and
entertainment In addition to developing the desire for training to improve the various skills and
abilities through the lesson of physical education and sports, the teacher must implement the
lesson, taking into consideration the side of play and entertainment, taking into account how to
design these small games in line with the goal. In light of the above, the following question
arises: Have mini-games been affected by the development of sense-movement (distance and
time) in middle school students during the physical education and sports lesson?
The question that emerged from two questions:
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Have mini-games affected the development of distance perception among middle school
students?
Have mini-games affected the development of the perception of time among students in the
middle school?
2. Hypotheses of the study:
Based on our approach to the problem of study, we can formulate the general hypothesis:
Mini-games affect the development of sense-motor perception (distance and time) of students in
the middle school.
1.2 - Sub-assumptions:
There are statistically significant differences between the tribal and remote tests in favor of the
experimental tests of the experimental group in the development of mini-games to recognize
distance and time. There are statistically significant differences between experimental and
control groups in remote tests in the development of mini-games to realize the distance and time
in favor of remote tests.
3. Objectives of the study
In this study we aim to highlight the following objectives:
Know the concept of play and its use in achieving the goals.
Identification of mini-games and their impact on the sense of movement (distance and time) of
student‘s in the middle education.
To know the importance of mini-games in the student's life especially in the physical education
and sports lessons.
4. Importance of study
The subject of the study highlights two main priorities in the practical and scientific aspects, and
this by highlighting the reality of the exercise of physical education and sports education within
the educational system, specifically in the intermediate education, in addition to the use of mini
games in the implementation of quotas for various programmed activities.
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In order to achieve the objectives of physical and sports education emanating from the objectives
of general education, the implementation of the lesson of physical education and sports should be
based on the most effective means, methods and methods, taking into consideration the age
group and the individual differences. The school contains a large number of practitioners and the
future generation. This will develop the sense and perception of distance and time in the form of
play mixed with fun.
In addition to strengthening the library scientific material to benefit the students of the Institute
5 Research Method
The researcher chose the experimental method and this is suitable for the nature of the research
problem.
6 Study Sample
The researcher chose the sample randomly from the middle school year for the academic year
2016/2017 and the number of its members swallowed (46) students.
7 Search Tools
The researcher relied on the tests as a means of assisting in the collection of data by relying on
theoretical studies in training and education through mini games, previous studies that dealt with
sensory perception of locomotion, as well as studies related to measurement and evaluation.
Finally, the researcher reached a set of tests that measure the targeted skills in the study Which
relate to: Sensory-motor perception (distance and time)
7-1- Determine the appropriate tests to measure the sense of movement (for distance and time)
A set of cognitive sense tests were identified and presented in the form of a questionnaire
(Appendix 01) to a group of specialists in the field of teaching methods, motor learning, tests and
measurements to determine the most important tests for the basic skills under study. Court.
Type Consciousness Test Approval Ratio
Equilibrium Balancing 'Romberg Test' 30 60%
Distance recognition
Feeling the distance of the forward jump
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Foot test (lateral distance) 'Web' 40% 80
30% 60% throw sensation test
Test the sense of running time for a certain distance 40% 80
Time Sensitivity Test by Timing 30% 60
Test the sense of running time for a certain distance 50% 100
1. Understand the side-road 'Web'
Description of the distance learning test (foot):
Purpose: Measure the distance (foot)
Tools: Draw two parallel lines on the ground between them 29.4 cm, stands the laboratory and its
legs parallel to the left line and then tries to move his right leg from the left line to the edge of
the right line (metric bar - ring - chalk)
Performance Specification: Blindfolded after giving him an opportunity to estimate distance (3

attempts).
The distance between the right and the right foot is calculated and the best distance is recorded
from two attempts per pupil.
2 - aware of running for a certain distance:
Description of the test of the realization of running for a certain distance
Purpose: Measure the running estimate for a given distance
Tools: The laboratory stands at the starting line and walks for a distance of 15 m and then we
close the eye through a ring to walk 15 m other. - Band - metric bar – Chalk
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The difference between the first distance and the second distance is the error in the estimate
Note: Give him two conversions that record the best in them.
3-Understanding the run time for a given distance:
Description of the run-time test for a given distance:
Purpose: Measure the run time estimate
Tools: The laboratory stands at the starting line and takes a distance of 30 m after the signal
time is calculated by timing and then the laboratory estimated the time it took in performance.
- Timer - Metric Tape – Chalk
Recording: The difference between time and estimated time is the error in the estimate.
8 Survey Study:
The initial exploratory study helps the researcher to take a look at his field of study. As we
are conducting a field study, it is necessary to conduct an exploratory study that started with the
tests on a sample of 60 students from the middle of Nazir Abdul Qadir average second year and
non-participants in the basic study in the period between 29/01/2017 to 02 / 02/2017 for the
purpose of:
- Identify the location and extent of the possibility of conducting this study.
- Identify everything that can hinder our work, and the various potential difficulties encountered.
- Identification of the sample and knowledge of the surrounding environment, and various
circumstances.
10- The application of (experimental) search tools.

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Hence, the researcher presented the various tests and measurements to the jury composed of
professors and experts in the field of sports with scientific competence and experience in training
are recognized for their scientific level and their scientific experience in the field of scientific
research and has been taking into account the following specifications in the selection of experts:
Holds a Ph.D in Physical Education. Have at least a master's degree and experience in training
and to be a teacher at the university with at least 5 years‘ experience.
The aim of the arbitration was to identify the appropriateness of the proposed research tools,
adding, deleting or modifying which would enrich the subject. The researcher reached through
the professors and experts to delete and additions.
11 The results of the survey showed:

1. Validity of tools, tools and instruments.
2. No difficulties during implementation.
12 The scientific foundations of tests designed to measure the sense of movement of

distance and time:
After the tests that are used to measure the sense of kinetics were obtained through the opinions
of the arbitrators, the stability, honesty and objectivity of these tests will be confirmed.
12- 1 Stability tests:
The stability of the test is defined as accuracy, drift or stability of results if applied to a sample of
individuals on two different occasions. Six students were excluded from the study sample for
conducting the exploratory study. The tests were applied (distance and time perception) and were
applied after a week at the same time and in the same circumstances. When analyzing the results,
we calculated the square root of the stability coefficient to find the validity of the tests.
13 Reasons for preparing mini games:
The main purpose of these games is to identify the effect of the latter by using mini-games in the
development of sensory sense of movement in the middle stage.
13- 1 Terms and basics of building mini-games:
In developing the content of the proposed games, the researcher has relied on a set of scientific
foundations and the following methodological requirements:
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A) The level of capacity of the sample members;
B - Flexibility and acceptance of application in the field ..
C - Taking into account that the games are available on the factor of learning knowledge
(collection)
E- To observe the basic principles of teaching physical education and sports from easy to
difficult, from simple to complex and from unknown to unknown.
F- Taking into consideration the choice of positions according to the objectives of the study.
13- 2 measuring the sincerity of the Games:
These mini-games were based on several sources and books, in addition to the design of some of
them, which were presented to arbitration by a number of doctors and professors of the Institute
of Science and Technology of Physical and sports Activities in Tissemsilt.
13- 3 Games Content:
After the design and selection of mini games and presented to the experts, the games were
arranged and distributed to the plans of the lesson of physical education represented in the
educational unit in line with the goal set by the professor of the article to achieve the efficiency
to be achieved, and therefore began to apply the teaching plans with the mini games proposed to
the experimental group, The control group has the usual teaching plans. The professor of
physical education has taught the two groups under the supervision of the researcher. The games
were programmed in 12 lessons in 6 lessons distributed between two individual and group
activities at an hourly rate for each activity. The mini games were distributed at different stages
of the physical and sports education lesson (preparatory, main, final) and with one game in each
activity at least and repeated 3 times, With gradation in their implementation is easy to hard
taking into account the individual differences between the pupils, the winning winner is declared
after the game directly as a form of stimulation.
14 Internal safeties of games:
Internal safety is achieved when the researcher is sure that the external factors may be able to
control them in the experiment so that no impact in the dependent variable these factors are:
14- 1 Conditions associated with conducting the field experiment:
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Throughout the trial period, the study did not have any negative impact on the experiment.
14- 2 External safeties of design:
Among the factors that can affect the external safety of the design of the field experience, the
following factors and variables:
14- 2- 1 Educational material:
The choice of perception of the sense of movement of distance and time as the sensory abilities
of the individual and the purpose of physical education to develop them along the lines of all
other capabilities.
14- 2- 2 Duration of Experience and Distribution of Classes
The trial period was the same for the two research groups. The main experiment began on
09/02/2017 and ended on 27/04/2016 with (06) units per group within 6 weeks.
15-General conclusions
After the results were presented and discussed, the researcher reached the following conclusions:
The use of mini-games in the teaching plans of the lesson of physical education has helped to
develop the abilities of sense-kinetic learning for middle school students.
An evolution in the sensory-kinetic abilities of the control group when comparing the results of
the tribal and post-test tests to the same group and with different differences. The mini-games
achieved dynamic experiences of the experimental group, which led to the emergence of
statistically significant differences between the regular lessons and lessons that included the mini
games and the latter in the abilities of cognitive-motor perception.
16. Suggestions
In the light of the conclusions reached, the researcher recommends the following:
1. The use of mini-games in the lesson of physical education and sports to develop the
abilities of sensory perception - the movement of students.
2. The use of mini-games in the lesson of physical and athletic education for the individual
and collective activities.
3. Provide some simple and necessary tools and devices used in the application of mini-
games in the lessons of physical education.
4. The selection of mini-games according to standards and scientific foundations, where
contribute to the achievement of educational goals programmed.
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5. The necessity of evaluating the cognitive abilities of the students of the intermediate
education in order to develop them as required.
6. The good organization of games and the use of simple tools play an important role in the
success of the implementation of the lesson of physical education and sports, reflecting
the development of cognitive abilities - motor.
References
1. Abul-Ela Abdel-Fattah and Mohamed Sobhy Hassanein, physiology and mathematical

morphology and methods of measurement and evaluation, Arab Thought House, Cairo, 1997.
2. Abu Alaa Ahmed Abdel Fattah and Ibrahim Shaalan, Physiology of Training in Football, Dar
Al-Fikr Al-Arabi, 1994
3. Ahmed Khater, measurement in the field of sports, ?? Baghdad, p. 3, Alexandria University:
Dar Al Ma'arif, 1988
4. Osama Kamel Rateb. The motives of excellence in sports activity ??, Dar Al-Fikr Al-Arabi, ??
Cairo?? , 1990
5. Akram is a sinner. Physical Education for Children and Youth, Arabic Edition, Dar Al-
Bazouri Scientific, Jordan, 2011
6. Ellen Wadih Faraj. Volleyball, Teacher's Guide, Trainer and Player, Knowledge Facility,
Alexandria. 2000
7. Ellen Wadie Faraj: Experiences in Games for Children and Adults, II.2, Dar Al Ma'arif,
Alexandria, 2002,
8. Amin Anwar Al-Khouli: Physical Education School, Dar Al-Fikr Al-Arabi, Cairo, 1994.
9. Hafez al-Jamali: Research in Child and Adolescent Psychology, Second Edition, University
Press, Damascus, 1997
10. Hamed Abdel Salam Zahran: Social Psychology, Fifth Edition, World of Books, Cairo, 1984
11. Hassan Abu Abdu: Fundamentals of Teaching Physical and Physical Education, Library and
Printing of Artistic Radiation, Alexandria, 2001
12. Hassan Shaltout ?? Hassan Moawad, Organization and Management in Physical Education,
Arab Thought House, Cairo, 1966
13. Hussein El Sayed Abo Abdou: The Basics of Teaching Physical and Physical Education, the
Library and the Press of Artistic Radiation, Alexandria, 2002.
14. Rabeh Turki: "Research Methods in the Sciences of Education and Psychology", National
Book Foundation, Algeria, 1984.
15. Rachid Zerouati: "Practicing the Methodology of Scientific Research in Social Sciences",
Dar Houma, Algeria, 2002,
16. Zakaria Mohammed, Teachers' Training Materials (Physical Education, Art Education,
Music Education), Ministry of National Education, 2008
17. Sami Abdul Qawi Ali: Physiological Psychology, A Study in the Interpretation of Human
Behavior, The Egyptian Renaissance Library, Cairo, I 2, 1994
18. Said Nizar Saeed: The effect of exercise to develop the sense of movement in the
performance of some basic skills of handball players, Dar Gaida distribution, Amman 2011,
19. Siham Effat Abderrahmane: Field Training in Physical Education, Dar Al Ma'arif, Egypt,
without a year.
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20. Mr. Obaid Magda et al: Essentials in Teaching Design, First Edition, Dar Al-Safa Publishing
and Distribution, Amman, Jordan, 2001,
21. Shaker Attieh Qandil et al.: Dictionary of Psychology and Psychoanalysis, Dar al-Nahda al-
Arabiya, Beirut, 1963
22. Saleh Abdul Aziz ?? Abdul Aziz Abdul Majid: Education and teaching methods, ?? Dar El
Maaref, Cairo, 1982
23. Safia Abdel Rahman: Childhood and Play Search, Cairo, 1966.
24. Abbas Ahmed Al-Samarrai ?? Bastoise Ahmed Bastoise: teaching methods in the field of
physical education, ?? Dar books for printing and publishing Baghdad ?? 1991
25. Abdel-Hamid Sharaf: Physical Education for the Child, Al-Kuttab Publishing Center, Cairo,
1995.
26. Abdel-Hamid Sharaf, Physical and motor education for children and the challenge of
disability, book center for publishing, Cairo, 2001.
27. Abdul-Ali Nasif, The Modern Plan in Directing the Physical Education Lesson, Al-Minaa
Press, Baghdad, 1971
28. Abdel-Monem El-Haki: Encyclopedia of Psychology and Psychoanalysis, Dar Al-Awda,
Beirut, 1978,
29. Adnan Darwi and others: Physical Education School, Dar Al-Fikr Al-Arabi, I 3, Cairo ??
1994
30. Attiyat Mohammed Al-Khattab: Leisure and Recreation, Arab Thought House, Cairo, 1990.
31. Afaf Abdel Karim Teaching methods of physical education and sports, ?? Al-Ma'arif
Establishment, Alexandria, 1989
32. Aqil A. and others, organization in physical education and sports colleges of physical
education in Iraq ??, University of Mosul, ?? Baghdad, 1986
33. Bahaa El Din Ibrahim Salama: Biology of Sport and Motor Performance, Arab Thought
House, Cairo 1991
34. Ammar Bakhoush and Mohamed Thinbat: Sociology and the Scientific Methodology,
University Publications, Algeria, 1995
35. Ammar Bouhouche: "Methods of Scientific Research and Methods of Preparing Research",
University Publications, Ben Aknoun, Algeria, 1995.
36. Omar Mohammed Al-Shaibani, The Psychological and Educational Basis for Youth Welfare,
Dar Al-Thaqafa, Beirut, 1987
37. Anayat Mohammed Ahmed Farah. Directory of Physical Education Teachers in Basic
Education, ?? Dar Al Fikr Al Arabi, Cairo, 1988
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?? Arab Thought House, ?? Cairo, 1988
39. Fayez Muhannad. Modern Physical Education, House of Millions. Damascus, 1987
40. Fred Rick Maatouk, Dictionary of Social Sciences: English - French - Arabic - Academia,
Beirut, Lebanon, 1998
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A COMPARATIVE STUDY BETWEEN PHYSICAL ACTIVITY

AND EXERCISE MOTIVATION AMONG STUDENTS OF
UNIVERSITY OF HAFR AL-BATEN
Abdul Latif Shaikh
Ph.D., Lecturer of Health and Physical Education
University of Hafr Al-Batin, Hafr Al-Batin, Saudi Arabia
Abstract
The main objective of the present research is to facilitate and aid cross study comparisons of the
level of exercise motivation (EM) and physical activity (PA) of the undergraduate students of
Health & Physical Education course from the University of Hafr Al-Batin. The secondary
purpose and objective of this work is to know the positive impact of exercise motivation on
physical activity and the third was to investigate the probability of student participation in
Physical Activities. The technique carried out in this study was quantitative in nature and based
on the questionnaire study. Population of this research consisted of all the male students of
Health and Physical Education course of University of Hafr Al-Batin, Saudi Arabia. Among the
total population, the sample consisted of 100 boys; between the age group of 20 years to 25
years. The Exercise Motivation Inventory developed by Markland and Hardy (1993) was used to
gauge the level of exercise motivation of the students and International Physical Activity
questionnaire (IPAQ) was used to gauge the level of physical activity of the students. The
statistical results for Exercise Motivation were; Mean (168.12), Std. Deviation (31.98) for 100
subjects and for Physical Activity the Mean (23.46), Std. Deviation (6.60) for 100 subjects.
Statistical Analysis (Pearson Correlation) showed that there was positive result of same level
(.061) between Exercise Motivation and Physical Activity. Findings also show that 62% of the
Respondents are ―Very Low‖ Physical Activity (PA), 16 % ―Low‖ (PA), 12% ―Moderate‖ and
10% ―Vigorous‖ (PA).
Keywords: Physical Activity, Exercise Motivation, Undergraduate students.
INTRODUCTION
―Physical fitness is not only one of the most important keys to a healthy body, it is the basis
of dynamic and creative intellectual activity‖ – John F. Kennedy. The WHO defines physical
activity as any bodily movement produced by skeletal muscles that requires energy expenditure
whereas exercise is a subcategory of physical activity that is planned, structured, repetitive, and
aims to improve or maintain one or more components of physical fitness.
Powell and Pratt accept that physical activity benefits psychosocial health, functional ability
and general quality of life [1]. Dixon and Fitzpatrick qualitative method have described it, as the
‗new kid on the block‘ in sport and physical activity research and a small body of qualitative
research on sport and physical activity in the United Kingdom exists. [2]. The entertainment and
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social networks offered by sports and physical activities are clearly important motivators for
different groups of people aged between 18 and 50 years. The reasons for participation can
however differ subtly between people within a single group. [3]. Crone and Smith have stated
that anxiety and lack of self- confidence about entering unfamiliar and exotic settings such as
gyms were the main hindrances to participation in GP referral schemes. Not knowing other
people, poor body image and not fitting in with the ‗gym‘ culture were also some of the
rationales leading to failure in participation. Adults exercise for a sense of accomplishment, skill
development and to spend ‗luxury time‘ on themselves away from daily responsibilities [4].
Finch has articulated in his research that some older adults were uncertain about the ‗right
amount‘ of physical activity for someone of their age [5]. Robertson has suggested a reanalyzing
of youth sports and in precise the links between sport and masculine identities. Identity
formation is a key to evolution in adolescence, and there is some indication that physical activity
enhances identity development [6]. This relationship between leisure activity and identity may
also be dependent on gender and the gendered nature of activities [7].
Motivation has played an important role in enhancing the performance in sports. Ali, et. al
articulates that without motivation athletes would not desire to outshine in their sport, coaches
would no longer struggle to unify the team, and a player‘s drive to set and attain goals would
end. They work for long hours to perfect their skills and they focus their body and mind to
maximum pressure. Various motivations exist in individuals for participation in sports and
exercises, such as sense of relatedness and development [8]. Motivation survives by the hope of
success and the trepidation of failure. When you lack the self-belief and confidence, there is a
possibility you also lack motivation [9] [10]. It is the force that instigates, guides and maintains
goal-oriented behaviors [11] [12]. Hollembeak and Amorose have stated that, ―Action is a reflex
of motivation‖. The forces that lie beneath motivation can be biological, social, emotional or
cognitive in nature [13]. Exercise motivation is an essential concern due to the complex nature of
the activity, the abundance of health benefits inherent in habitual exercise. Kavussanu, &
McCauley [14]. Li and Harmer affirm that Sport psychologists are seeking for ways to keep
athletes at a desirable level of motivation, to effectively control the aggravating and debilitating
factors of this basic issue that can overshadow the technical and tactical performance of athletes,
and to develop the efficiency of individual and group athletes in executing sport skills [15].
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Athletes usually tend to forget the stresses of competitions or try to tolerate them. Van [16].
Ahmadi et al. showed that flawed leadership styles could diminish intrinsic motivation. An
investigation compared the motivation of professional, semi-professional, and amateur football
players found that amateur players presented a higher level of motivation in comparison with
professional players and their sportive competence was at a lower level; nonetheless, they
reported lower levels of recognized regulation [17]. On the other hand, Amorose and Horn
revealed that professional and semiprofessional athletes presented higher levels of interjected
regulation and believed that their competence in football is due to learning and can be improved.
Motivation in athletes depends on their motivational forces. [18]. Monazami et. al. research
conveys that studying motivation is an attempt to understand the reasons behind behaviours.
Identifying the needs and developing the talents of athletes and making conclusions from their
own efforts and that of the athletes have made researchers in the area of sports psychology
recognize the psychological issues and take notice of the issues related to motivation [19].
Thus, the point in this research is to identify the Physical Activity and Exercise Motivational
factors on undergraduate students of Health & Physical Education course from University of
Hafr Al-Batin.
Measuring Instrument
The International Physical Activity Questionnaires (IPAQ) was developed as an
international measure for physical activity commenced in Geneva in 1998 and was followed by
extensive reliability and validity testing undertaken across 12 countries (14 sites) during 2000.
The objective of the questionnaire is to impart common instruments that can be used to obtain
internationally comparable data on health–related physical activity. The results suggest that these
measures have acceptable measurement properties for use in many settings and are suitable for
national population-based prevalence studies of contribution in physical activity.
The Exercise Motivation Inventory (EMI) developed by Markland and Hardy, (1993) is
used to determine the motivational level of both the groups. The EMI is developed to evaluate
motivation specifically in the sport context. This acts as a means of assessing participation
motives in order to examine such issues as the influence of motives on exercise participation,
how such motives might influence the choice of activities undertaken, how affective responses to
exercising may be influenced by reasons for exercising and how participation in physical activity
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might have a reciprocal influence on participation motives. In particular, the authors developed
the instrument to examine questions concerning the functional significance of exercise motives
from the perspective of Deci and Ryan‘s (1985) self-determination theory.
Procedure of Data Collection
Hundred questionnaires on Exercise Motivation and five set questionnaires on Physical Activity
were distributed among 100 Male subjects. Two weeks were allotted for returning the
questionnaire. No questionnaires were accepted after that. The analysis was carried out on the
data collected from the questionnaires of all contestants. Each of the participant‘s questionnaires
was analyzed by individually calculating the score for all the questions and then the total scoring
of each participant.
RESULT
Table 1: Descriptive Statistics of Mean and Standard Deviation of Exercise Motivation and
Physical Activity (N=100)
Mean SD N
Exercise Motivation 168.1200 31.98493 100
Physical Activity 23.4600 6.60337 100
Above cited Table 1 determines that Exercise Motivation is higher in score (Mean=168.1200,
SD=31.98493) as compared to Physical Activity (Mean=23.4600, SD=6.60337).
Table 2: Correlations of exercise Motivation and Physical Activity (N=100)

Exercise Physical
Motivation
Activity
Motivation Pearson Correlation 1 .691
Sig. (2-tailed) .000
N 100 100
Physical Activity Pearson Correlation .691 1
Sig. (2-tailed) .000
N 100 100
**Correlation is significant at the 0.01 level (2-tailed)
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From the Correlations table, it is seen that the Correlation Coefficient (r) equals 0.691, indicating
a strong relationship, as summarized earlier. P < 0.001 and indicates that the coefficient is
significantly different from 0.
Fig. 1 – Active Students in Physical Activity
PHYSICAL ACTIVITY
80%
62%
60%
40%
12% 16%
20% 10%
0%
VIGOROUS MODERATE LOW VERY LOW
Finding also shows that 62 % of the Respondents are ―Very Low‖ Physical Activity (PA), 16 %
―Low‖ (PA), 12 % ―Moderate‖ and 10% ―Vigorous‖ (PA).
DISCUSSION
The objective of the present research was to compare the level of exercise motivation (EM) and
physical activity (PA) of the undergraduate students of Health & Physical Education department
from the University of Hafr Al-Batin. The secondary purpose of this work is to know the positive
impact of exercise motivation on physical activity and to know probability of student
participation in Physical Activities.
The findings of these works show that Exercise Motivation had scores higher than
physical Activity, which means that the students are motivated towards exercise but they are not
active and lack in Physical activity as compared to their motivation. The Second finding shows
(Table 2) that the students who are highly motivated towards Exercise are the only ones who
indulge in physical activities. The fig 1 graph have revealed that 62 % of the Respondents are
―Very Low‖ Physical Activity (PA), 16 % ―Low‖ (PA), 12 % ―Moderate‖ and 10% ―Vigorous‖
(PA), which can also be said that only 22% of students are involved in some Physical Activity.
Thus, it is proposed that the future investigations should continue to investigate the
reason behind students that are motivated towards exercise but are not active in any Physical
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Activity and to know the reason, why very less percentage of students are participating in
physical activity.
CONCLUSION
We can conclude that the present research was an attempt to broaden our expertise of
comparison between Exercise Motivation and Physical Activity of undergraduate students of
health and physical education department. The comparison shows that Exercise Motivation had
higher scores than Physical Activity. The second finding shows that those students who are
highly motivated towards Exercise are active in physical activity and the third finding shows that
very low percentage of students are involved in Physical Activity.
References
1. Powell KE, Pratt M. Physical activity & health, Br Med J, 1996, vol,. 313(pg126-7)
2. Dixon-Woods M, Fitzpatrick R. Qualitative research in systematic reviews has
established a place for itself, Br Med J, 2001, vol. 323(pg765)
3. Smith SL. Athletes, runners, and joggers: participant-group dynamics in a sport of
―Individuals‖, Social Sport J, 1998, vol.15 (pg174-92)
4. Crone-Grant DM, Smith RA Exercise adherence: a qualitative perspective, J Sports Sci,
1998, vol. 16 Page 75.
5. Finch H., Physical Activity ‗At Our Age‘: Qualitative Research among People over the
Age of 50, 1997 London Health Education Authority.
6. Robertson S. ‗If I let a goal in, I'll get beat up‘: contradictions in masculinity, sport and
health, Health Educ Res, 2003, vol. 18 (pg. 706-16)
7. Shaw SM, Kleiber DA, Caldwell LL. Leisure and identity formation in male and female
adolescents—a preliminary examination, J Leisure Res, 1995, vol. 27 (pg. 245 – 63).
8 Ali, J. Hussain, I., & Rahaman, A. (2010). A comparative study of aggression and sports
achievement motivation of hockey players of Manipur. AMASS Multilateral Research
Journal, 2(2), 23-26.
9. Atkinson, J.W. (1977). Motivation for achievement. In: T. Blass (Ed.), Personality
variables in social behavior. Hisdale: NJ, Erlbaum, 1, 144.
10. Najah, A., & Rejeb, R. B. (2015). The psychological profile of youth male soccer players
in different playing positions. Advances in Physical Education, 5, 161-169
11. Shafizadeh, M. (2007). Relationship between goal orientation, motivational climate and
perceived ability with intrinsic motivation and performance in physical education
university students. Journal of Applied Sciences, 7(19), 2866- 2870.
12. Ingledew, D.K.I., Markland, D., & Medley, A. (1998). Exercise motives and stages of
change. Journal of Health Psychology, 3, 477-489.
13. Hollembeak, J., & Amorose, A. J. (2005). Perceived coaching behaviours and college
athletes‘ intrinsic motivation: A test of Self-Determination Theory. Journal of Applied
Sport Psychology, 17, 20-36.
14. Kavussanu M., & McCauley, E. (1995). Exercise and optimism: are highly active
individuals more optimistic? Journal of Sport Exercise Psychology, 17, 246-258.
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15. Li, F., & Harmer, P. (1996). Testing the simple assumption underlying the Sport
Motivation Scale: A structural equation modeling analysis. Research Quarterly for
Exercise and Sport, 67, 396-405.
16. Van Heerden, C.H. (2014). Expressed motives of students for sport participation in a
South African context. Journal of Physical Education Research, 1, 01-07.
17. Ahmadi, S., Namazizadeh, M., Abdoli, B., & Seyed, A.A. (2009). The comparison of
achievement motivation between soccer players of high and low ranking teams in super
league of Iran. Olympic Fall, 3(47), 19-28.
18. Amorose, A. J., & Horn, T. S. (2000). Intrinsic motivation: Relationships with collegiate
athletes‘ gender, scholarship status, and perceptions of their coaches‘ behavior. Journal of
Sport and Exercise Psychology, 22, 63-84.
19. Monazami, M., Hedayatikatooli, A., Neshati, A., Beiki, Y. (2012). A comparison of the
motivation of male and female competitive athletes in Golestan, Iran. Annals of
Biological Research, 3(1), 31-35.
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Violence in sports stadiums

Prof. Zahaf Mohamed
ISTAPS. University of m'sila, Algeria
Abstract
The phenomenon of violence in the sports is a global phenomenon that affects most of the
world's stadiums in all societies and in different ways, It is therefore an important phenomenon
worthy of attention And to intensify the government and private agencies and all state
institutions to deal with this phenomenon, which has become a concern for parents and civil
servants because of the negative effects that threaten the lives of children and young people in
the future. The aim of this study is to identify the phenomenon of violence in the sports by
defining the concept of violence and its types, as well as to highlight the causes of violence,
whether the reasons related to the nature of persons who commit acts of violence or related to
society. And focus on the methods of confronting violence through which we can determine the
role of civil society institutions in reducing this phenomenon. The study reached several
important conclusions and recommendations which were to clarify the most important types of
violence and to highlight the reasons that lead to it.
Keywords: Violence, sports, Stadiums, Participation

1. Introduction
There is no doubt that every human being in this world calls for a secure and stable life and
does all that he can to achieve it. Where he tried throughout the ages to adapt himself and coexist
with most conditions and conditions during the various stages of his life, earning a social life
desirable and undesirable such as crime, sin and violence, these aggressive behavior was a
research and research station, which tried to scientists and researchers to know the causes and
manifestations and how to deal with them and solutions Effective to reduce the degree of danger
to society. The phenomenon of violence in the sports environment is a global phenomenon that
affects most of the world's stadiums in all societies and in different ways, It is therefore an
important phenomenon worthy of attention And to intensify the government and private agencies
and all state institutions to deal with this phenomenon, which has become a concern for parents
and civil servants because of the negative effects that threaten the lives of children and young
people in the future .
2. Problem Statement
The phenomenon of violence has become a widespread phenomenon in sport stadiums, and this
phenomenon is not recent in the sports field, but it is an old phenomenon of competitive sport,
but the new here is the multiplicity of manifestations of violence and change of nature, as this
phenomenon goes beyond the limits of sports stadiums, Celebrate after the victory in a non-
civilized way by attacking others and harming them or their property ... This phenomenon has
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multiple causes. And can contribute to their treatment and solutions. As well as addressing the
importance of its principles as a factor contributing to the treatment of the phenomenon of
violence in stadiums factors.
3. Research Questions
the focus of this article is on the analytical factor to determine the concept of violence and its
types, as well as to highlight its causes, whether the reasons related to the nature of persons of
the perpetrators of violence or related to the community. And focus on the methods of
confronting violence through which we can determine the role of civil society institutions in
reducing and contribute to the treatment of violence in stadiums.
4. Purpose of the Study
The purpose of this study is to achieve a number of objectives :
- Presentation of the intellectual and theoretical framework of the concept of violence in the
sports movement, through the provision of modern scientific knowledge about them .
- To identify the phenomenon of violence in stadiums through their characteristics and
importance .
- Trying to adopt an effective management strategy in order to reduce this phenomenon and
contribute to the treatment and raise the sport to the levels of performance and gain an
acceptable competitive advantage.
5. The Study terms:
The tongue said: Violence: breach by order، and lack of companionship، it is against
compassion .It is violent If not accurate in his order. And violence against him and him،
Violent taunts and hostility, strongly and severely, brutally and blame, I was not aware of it.
And the violence of food and land: their hatred, And has been violently violent If it is not
intended .
And Violation: expression, blame, rebuke and bashing, The word violence in Arabic revolves
around the axis of behavior Which includes the meanings of severity and cruelty and rebuke،
And took the thing unaware with It may be behavior Verbal, physical, And took the thing
unaware suggestive or symbolic (Ben el Mondor (1968,257-258)). The word "violence" in the
modern French dictionary (ROBERT) is an effect on the individual, forcing him to act against
his will by using force or resorting to threat (ROBERT1972.2097). The violence in the English
language Refers to the actual behavior involving the use of non-physical strength. Violence in
social reality may be the actual use or threat of use of force; It may reflect a set of
contradictions and inherent differences in social construction.
6. Importance of this study
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The importance of this study is to emphasize the importance of undertaking a series of sports
reforms to reduce the phenomenon of violence in stadiums in order to improve their
competitiveness.
7. Research Methods
The researcher used the descriptive analytical method, which is based on the collection of facts
and information, and then compared, analyzed and interpreted to reach acceptable
generalizations ( Obaidat 2001, 77).
8. Findings
To learn about this topic and answer these questions we have explained the following:
In general, violence is compulsive behavior patterns against others accompanied by explosive
and stressful emotions, and violence, as defined in different theories, is any behavior that leads
to attachment to others.
- Sociologists define violence as a set of discontentful acts against the state, organizations or
assemblies.
And two types: violence as an end which is used only for abuse, and violence as a means which
is used as a pressure paper for gains.
-Psychology defines aggressive behavior as directed to harm an organism trying to avoid harm.
It is two types: - Physical abuse: It includes killing, beatings and demolition of buildings and
property. - Verbal abuse: Includes curses, shouting, graffiti, etc.
Sports psychology specialists differentiate between two types of violence: violence as an end
and violence as a means. When the objective of aggressive behavior is to harm others and harm
them and to enjoy the pain or injury to them, violence is an end in itself. While violence is used
to harm and hurt others in order to obtain external encouragement such as encouraging the
public or satisfying the coach, violence is regarded as a means to an end, not an end in itself.
Although violence is used as the most common and used in sports, both types are aimed at
hurting others They cannot be justified in the sports arena in any way.
What are the signs of violence
-Loss of nerve control in many situations.
- Subversive tendency
- The fight with hands
- Overuse of drugs and alcohol
- Taking the reckless behavior.
- Verbal phrases to threaten others
- Load weapon (knife, sharp tool ...)
- Persistent thinking in the perpetration of violence
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What are the motives for violence: The answer is not as simple as some people imagine, but
much to: 1 - Expression of self: Some use the language of violence to free from the feelings of
anger and frustration that revolves within them, because they do not find answers to the
problems they face and thus find this outlet in the release of anger, which translates in the form
of violence.
2 - a way to maneuver: and maneuver here to control others or access to something they want.
3. A means of taking revenge and revenge: Rebellion and retaliation are a justification for other
persons, whether to defend an individual who cares about him or to retaliate against a person
who has offended him.
4. Acquired behavior: Like the rest of the acquired behavior, the person learns over time but is
easy to change.
Sources of violence
Friends, the need for respect and attention, lack of self-esteem, childhood without interest or
abuse in dealing, and easy access to weapons
Theories that dealt with violence: There are several theories dealing with the interpretation
and understanding of aggressive behavior in the field of sports or identify the reasons leading to
the loss of control and control of the behavior and emotions of athletes, they go in the
interpretation of violence to be a spontaneous expression of instinct or reaction to frustration, or
the result of the nature of learning and adaptation to the environment, The most important
theories that help to understand violence in the sports field: - The theory of instincts: which
assumes that man is born and has a predisposition to aggression, which may be direct or
indirect. - The theory of frustration: This assumes that violence is generated as a result of
failure. - Social learning theory: This assumes that violence is a phenomenon derived from
observation and simulation, learned by individuals as they learn any other kind of behavior. -
The theory of frustration modified: It is a combination of the theory of frustration and social
learning, that is, the preparation for violence exists but is latent, its emergence depends on the
stimuli of the social environment. The phenomenon of violence in the Arab
stadiums in general and in Algeria in particular is less violent than the unity of the western
stadiums, but despite that we see that it has become increasingly increasing in our sports center
in recent years, There are many events and non-civilized actions that follow the victories of the
team or local teams, which lead to general misconduct and unethical behavior that lead to
physical and psychological damage to the person himself or others.. Violence often spreads
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ISSN 2349 – 722X
beyond the perimeter of the stadium and appears in the streets and means of transportation ...
resulting in insecurity and destruction of property
Factors Affecting Violence in the Sports Field
1-- Factors related to sport

laws and rules of the game. - Awards and rewards - and the approaching of the competitions
from the end. - Rulers and injustice inflicted on one of the two teams - the result - the place
and time of competition.
Media coverage in television and the press increases the readiness for violence.
The public, most of the fans who provoke the stadiums are of lower cultural standards, and
found that their teenage years and youth.
2 - Factors related to athletes
Fitness - Performance skill - Level of degree of arousal and emotion - Socialization. Violence is
a complex phenomenon in which several internal and external variables are involved and their
effects vary depending on the circumstances. There are indirect and far-fetched reasons for
competitive sports behind the riots in stadiums, And sports stadiums are only the place to
satisfy such hidden motives, The most important of which are: - Express the needs of self-
realization of young people. - Search for a scapegoat for the failure and defeat and blame
others. - Trying to achieve personal gains, where some individuals exploit the mass rally to
unleash their verbal or physical aggression on and off the stadium, exploiting the aspirations of
young fans who are trying to express their own concepts regarding charity and masculinity,
adventure and risk.
What are the solutions that limit the phenomenon of violence in stadiums: Solutions are
involved several factors:* Education sector in general and physical education teachers in
particular, They must play a large role in changing many behaviors and undesirable behaviors,
Through - Evaluation and punishment of inappropriate behavior. - Educate individuals and
accustom them to how to deal with violence and control and control their emotions and
education through the development of the sports spirit of young people. - Teaching the
social values of sport, and public awareness of the educational goals of sport.
* Encourage athletes to be athletic and to abide by the rules of the game. * Media must be
reduced from standard discourse. * Players should not provoke the public with provocative
movements. * The security authorities must identify the perpetrators of violence and prevent
them from entering the stadiums. * Training the security services to protect stadiums. * The
stadiums themselves should be typical in containing the riot. * Committee (Links) fans should
be supervised by the Sports Authority and others.
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ISSN 2349 – 722X
CONCLUSION
Based on the findings, we conclude that the phenomenon of sports violence is due to many
factors, some of which are related to the environment as an ecological framework, some related
to formal administration and management, trainers and players, and others connected to other
institutions outside the scope of sports, such as the family and the media. In fact, these findings
are consistent with the fundamental issues on which functional constructs are based and which
emphasize the complementary and comprehensive view of their interpretation of social
phenomena.
RECOMMENDATIONS
1. All governmental and private institutions shall cooperate to combat the phenomenon of
violence, Such as the Ministry of Education, Municipalities, the Ministry of Health, and the
police and security services of the State.
2. A sensitization campaign against sports violence and the participation of school students and
sports fans.
3. Strict punishment by the Ministry of Youth and Sports against the sports body and teams and
players and the masses of violators of the law.
4. Prohibition of possession of contraband in stadiums such as sharp machines and other
explosives and fireworks.
References
1. Osama Kamel Rateb (1997): Psychology of Sports, I 2, Dar al-Fikr al-Arabi, Cairo 1997,
p. 218
2. Jalal eddin Abdul Khaliq, Salwa Siddiqui (2002): Child Deviation and Adult Crime,
Modern University Office, Alexandria.
3. Salemin Mubarak (1998): self-theoretical concept and application,1st edition, Dar Wael
for publication, Oman.
4. Farah Abdul-Jaber, Tim Kamla (1999): Principles of Recommendation and
Psychological Counseling, Dar Al-Safa Publishing and Distribution, Amman .
5. Obaidat (2001): Scientific Research and its Concept, Tools and Methods, Dar Al-Fikr Al-
Arabi, Amman
6. www: annabaa.org .amer Badran * Information Network - Tuesday, November 1, 2005 -
28 Ramadan / 1426
7. Ben el Mondor (1968): L‘Essen Al Arab, volume 9, Dar Sadder, Bayreuth
8. ROBERT (p) (1972): the Robert dictionary anal phatic and analog of the French
language, society new book (S.N.L) .Paris.
48
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Relationship between sports and mental health

Serbout abdelmalik*, Brahimi Mabrouk** Bounachada yassine***
Djelfa University, Algeria
Abstract
This study examined the longitudinal relationship between peer victimization

experience of high school students and depression and suicidal ideation. We
analyzed the data of the Youth Panel which were collected by the Ministry of
Employment and Labor in Algeria. Twenty victimized students were compared
with twenty non-victimized peers. Results showed that victimized students in
their high school period experienced depression and suicidal ideation more
frequently than did non-victimized peers in their college years.
Keywords: Sports, Mental health, Victimized, Depression
INTRODUCTION
Peer victimization is one of common types of school violence, and includes
being target of various aggressive behaviors by peers or age-mates School
violence includes physical and psychological forms of aggressive behaviors,
and in some cases, an entire peer group as well as a few bullies was involved in
peer victimization.
Although the prevalence, patterns, and related causes and effects of bullying
and victimization vary with cultural characteristics, peer victimization has been
shown across culture and countries in the world.
Especially, in Algeria, the third year of high school is an important and

stressful period during which most students take
Collège Scholastic‘s Ability Test (CSAT) or collèges entrance exams. Third

year students are asked to decide making a transition toward either academic
career or working career. As a result high levels of stress by entrance exam
might interact with stress by peer victimization, and furthermore, could
interfere with students‘ adaptation to college and mental health. Thus, this
study aimed at investigating the association between peer victimization in the
third year of high schools and adaptation to college.
49
ISSN 2349 – 722X
Many previous studies have reported that experience of peer victimization in

childhood and adolescence has affected psychosocial problem such as
depression and anxiety. In a meta-analytic review of Hawker and Boulton
depression, loneliness, and self-esteem reported larger effect sizes in relations
to peer victimization than did social and general anxiety.
In addition, Klomek, Marrocco, Kleinman, and Schonfeld also reported that

the students who were victimized by peers were more likely to experience
depression and suicidal ideation than did those who were not victimized. In this
study, various risk factors for peer victimization were suggested; religion, race,
prejudice, language, domestic violence, rumor, sexual joke and cyber bullying.
Moreover, victimized students reported higher levels of depression and suicidal
ideation even four years later. Similarly, Lawrence reported that the victims of
bullying in high school were more likely to experience depression and suicidal
ideation during their college years. Gu and Kim also showed that peer
victimization in high school lead to suicidal ideation in algeria.
The purpose of this study was to examine whether peer- victimization

experiences of high school students is related to the mental health in their first
years of college. Specifically, we examined longitudinal links between peer
victimization and the risk of depression, suicidal ideation, and the level of
stress.
METHOD
Participants
The data of 20 college students who experienced peer victimization in their
high school period were analyzed in this study. These students were selected
from the Youth Panel of The Ministry of Employment and Labor, a
longitudinal survey project conducted annually from 2007 through up to now.
Initially, 10,206 Algerian adolescents aged from 15 to 29 years participated in
the study. Out of 864 participants in 2008 data, twenty students identified as
victims of school violence were selected.
In addition, we intended to compare victimized students with non-victimized

peers in this study, and thus, 20 students without victimized experience in a
control group were randomly selected.
Measures
We used the longitudinal panel to do a comparative analysis between data of
2008 and 2009. We asked a question to participants to identify victimized
students in 2008. ―Do you have experience of peer victimization in high school
years?‖ Students answered yes or no. We also asked the participants whether
50
ISSN 2349 – 722X
they had a depression or a suicidal ideation problem in 2009.
RESULTS
Frequencies and percentages of research variables between 2008 and 2009

were reported in table 1 and figure 1.
Fig. 1 Frequency of depression and suicidal ideation
Four out of 20 students in the victimized group (20%) reported that they were
depressed by e and five out of twenty students (25.5%) had suicidal ideation as
well. But, none of students experienced depression or suicidal ideation in the
non- victimized group.
T ABLE I
CHI-SQUARE 0F THE EFFECT PEER VICTIMIZATION GIVES
ON DEPRESSION AND SUICIDAL IDEATION
2008 peer victimization
involved
Varia
Yes
ble no(N
(N=
=20)
20)
2009
depre
ssion
4(20 0
Yes
%) (0%)
16(8 20(1
No
0%) 00%)
2009
suicid
al
ideati
on
5(25 0(0%
Yes
%) )
15(7 20(1
No
5%) 00%)
*P<.05
51
ISSN 2349 – 722X
Then, Chi-square analysis was conducted to examine the

longitudinal relationship between peer victimization in high school
period and depression and suicidal ideation in the first year of
college. The results indicated that peer victimization was
significantly related to depression and suicidal ideation.
T ABLE I
Varia involved
ble yes(N no(N
=20) =20)
2009
depre
ssion
4(20 0(0
Yes
%) %)
20(1
16(80
No 00%
%)
)
2009
suicid
al
ideati
on
5(25 0(0
Yes
%) %)
20(1
15(75
No 00%
%)
)
*P<.05
52
ISSN 2349 – 722X
T ABLE I
Varia involved
ble yes(N no(N
=20) =20)
2009
depre
ssion
4(20 0(0
Yes
%) %)
20(1
16(80
No 00%
%)
)
2009
suicid
al
ideati
on
5(25 0(0
Yes
%) %)
20(1
15(75
No 00%
%)
)
*P<.05
CONCLUSION
This examined whether peer- victimization experiences of high school

students is related to depression and suicidal ideation in their first years of
college. Results showed that students who were victimized by peer in their high
school were more likely to experience internalizing behavior problems such as
depression and suicidal ideation. This implies that peer victimization is a
significant risk factor for mental health of college students.
53
ISSN 2349 – 722X
REFERENCES
1. Flannery, D. J., Singer, M. I., Van Dulmen, M., Kretschmar, J. M., & Belliston,
L. M, Exposure to violence, mental health, and violent behavior. The
Cambridge handbook of violent behavior and aggression, 2007, 306-321.
2. Flannery, D. J., Wester, K. L., Singer, M. I., Flannery, D. y., Wester, K. L.,
Singer, M. I., …Singer, M. I, Impact of exposure to violence in school on child
and adolescent mental health and behavior. Journal of Community Psychology,
2004, 32(5), 559
3. Park, J. K , The study on the social and cultural analysis of group isolation in
adolescence. Youth action research, 2000, 5(5).
4. Kim, W. J, wang-dda: comprehensive review of mean, actual condition, cause.
Algerian journal of counseling, 2004, 5(2), 451-472
5. Hawker, D. S., Boulton, M. J., Twenty years’ research on peer victimization
and psychosocial maladjustment: a meta‐analytic review of cross‐sectional
studies. Journal of child psychology and psychiatry, 2000, 41(4), 441-455.
6. Klomek, A. B., Marrocco, f., Kleinman, M., Schonfeld, I. S., Gould, M. S.,
Peer victimization, depression, and suicidiality in adolescents. Suicide and
Life-Threatening Behavior, 2008, 38(2), 166-180.
7. Lawrence, G. J, Bullying victims: The effects last into college. American
Secondary Education, 2011, 40, 1.
8. Gu, C. S., & Kim, D. H, The effect of Adolescent’s Peer Victimization
Experience on Suicede Ideation –Moderating Effect of Self-esteem-. Algerian
Journal of Youth Studies, 2013, 20.8, 225-256.
9. Klomek, A. B., Kleinman, M., Altschuler, E., Marrocco, F., Amakawa, L., &
Gould, M. S, High school bullying as a risk for later depression and
suicidality. Suicide and Life-Threatening Behavior, 2011, 41(5), 501-516.
10. Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S,
Peer victimization, depression, and suicidiality in adolescents. Suicide and
Life-Threatening Behavior, 2004, 38(2), 166-180.
54

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GLIMPSES

From L to R, Mr.Saquib Azeem President TSA,

Sl.no Membership details for foreigners Amount

II Five Years membership

III Annual Membership

a Publish single research paper 50 us dollars

Sl.no Membership details for INDIANS Amount

II Five Years membership

III Annual Membership

a Publish single research paper 1500 RS

IN THE FAVOR OF:

University Grant Commission

International Society for

SJIF (Scientific Journal Impact Factor)

ICI World of Journals

International Journal of Fitness, Health, Physical Education & Iron Games

THE EFFECT OF HABITUAL EXERCISE ON THE HEIGHT OF

Yoichi Tachi1) *, Yuri Sakamoto1) *, Akiko Koike2), Kayoko Sasaki-Fukatsu3), Kaoruko

*These authors contributed equally to this work

(2) Bone mass measurements

(4) Current nutritional status

(5) The effect of exercise intensity on height

(6) Statistical processing

(1) Characteristics of the subjects

(3) The relation between exercise intensity and height

(5) The relation between current nutritional status and height

Potential use of Smartphones to Measure Physical Fitness

Key words: Smart phones, Technology, Learning, Fitness

Physical Fitness Components

Table 1.0 Important PFCs as potential applications for smartphones

No. Physical Fitness Components Type

RESULTS AND ANALYSIS

10 6.25 6.25 6.25 6.25 6.25 6.25

Figure 1: Response of KFUPM Faculty for Physical Fitness Components

Frequently Occasionally Rarely Never

Figure 3: Faculty using mobile devices for communication

Frequently Occasionally Rarely Never

Figure 4.0: Faculty using mobile devices for communication

Smartphone's Applications for Measuring PFCs

No PFC Android iphone

THE EFFECT OF SPORTSMEN PARTICIPATION ON

Key words: Emotional, Intelligence, Sportsmen, Performance

Statement of the Problem: To study the effect of sportsmen participation on emotional

Independent variable: Sports participation

Dependent variable: Level of Emotional Intelligence

2. Mangal Emotional Intelligence Inventory Mangal and Mangal (2004).

ANALYSIS AND INTERPRETATION

N Mean S.D T-Ratio

LIMITATION AND SUGGESTIONS

4. The study is confined only to the secondary school children.

KNOWLEDGE, SELF-PERCEPTIONS AND COMMON

WOMEN AND PHYSICAL ACTIVITY

APPROPRIATE PHYSICAL ACTIVITY FOR WOMEN

Although in principle, women should be encouraged to increase their participation in physical

STATEMENT OF THE PROBLEM

The study was confined to the following parameters.

1. Barriers to physical activity - Questionnaire

SELECTION OF THE VARIABLES

THE IMPACT OF THE USE OF A PROPOSED EDUCATIONAL

1 – Problem of the study

The question that emerged from two questions:

2. Hypotheses of the study:

3. Objectives of the study

Yoichi Tachi1) , Yuri Sakamoto1) , Akiko Koike2), Kayoko Sasaki-Fukatsu3), Kaoruko