Page 71 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 71
Quantifying Physical Fitness
level of physical fitness (Caspersen et al., 1985). From 1980 several
physical fitness tests have been used (Table 6). Caspersen, Powell,
and Christenson (1985) divided physicalfitness on capabilities re-
lated to health and capacity related to skills. Health-related capab-
ilities are cardiorespiratory durability, muscle durability, muscular
strength, body composition and flexibility. Skills related capabilities
are agility, coordination, balance, reaction time, power and speed.
Bös (1994) made clear and transparent model of motor abilities,
which represents the links between different impairments and their
interdependence. Motor abilities are under different influences as
the features of energy and information components of movement
are intertwined. Model of motor abilities (Bös, 1994) distinguishes
between fitness (power, durability) and information capabilities
(speed, coordination). Physical abilities are organized at different
levels (Magill, 1998) and different categories (Fleishman, 1972). In
the first category are perceptive-motor abilities, while others are
skills that relate to the capacity of the body. The group of perceptive-
motor abilities includes: coordination of movement, control preci-
sion, choice of response, reaction time, coordination, hand move-
ment, control the speed and direction of movement, dexterity, fin-
ger dexterity, precision movements with your hands, wrists and fin-
gers speed and targeting. The group of abilities that define the ca-
pacity of the body includes static power, dynamic power (repetitive
power), explosive strength, and the strength of the hull, flexibility,
coordination of movement of the whole body, the whole body bal-
ance and endurance. Magill (1998) added the following capabilities:
static balance, dynamic balance, movement coordination of eye-
hand coordination and eye-foot movement.
Pišot and Planinšec (2005) investigated the physical structure of
the early childhood population on five-, five- and a half and six- year
old children. In the group of five-year children, using PB-criterion
(Štalec & Momirovicˇ, 1971), four latent motor dimensions were isol-
ated and appointed: coordination of movement, the speed of the
reciprocating movement, static balance and coordination of move-
ments of the extremities. In the group of six- and a half-year-old
children and using GK-criterion, seven factorswere isolated: co-
69
level of physical fitness (Caspersen et al., 1985). From 1980 several
physical fitness tests have been used (Table 6). Caspersen, Powell,
and Christenson (1985) divided physicalfitness on capabilities re-
lated to health and capacity related to skills. Health-related capab-
ilities are cardiorespiratory durability, muscle durability, muscular
strength, body composition and flexibility. Skills related capabilities
are agility, coordination, balance, reaction time, power and speed.
Bös (1994) made clear and transparent model of motor abilities,
which represents the links between different impairments and their
interdependence. Motor abilities are under different influences as
the features of energy and information components of movement
are intertwined. Model of motor abilities (Bös, 1994) distinguishes
between fitness (power, durability) and information capabilities
(speed, coordination). Physical abilities are organized at different
levels (Magill, 1998) and different categories (Fleishman, 1972). In
the first category are perceptive-motor abilities, while others are
skills that relate to the capacity of the body. The group of perceptive-
motor abilities includes: coordination of movement, control preci-
sion, choice of response, reaction time, coordination, hand move-
ment, control the speed and direction of movement, dexterity, fin-
ger dexterity, precision movements with your hands, wrists and fin-
gers speed and targeting. The group of abilities that define the ca-
pacity of the body includes static power, dynamic power (repetitive
power), explosive strength, and the strength of the hull, flexibility,
coordination of movement of the whole body, the whole body bal-
ance and endurance. Magill (1998) added the following capabilities:
static balance, dynamic balance, movement coordination of eye-
hand coordination and eye-foot movement.
Pišot and Planinšec (2005) investigated the physical structure of
the early childhood population on five-, five- and a half and six- year
old children. In the group of five-year children, using PB-criterion
(Štalec & Momirovicˇ, 1971), four latent motor dimensions were isol-
ated and appointed: coordination of movement, the speed of the
reciprocating movement, static balance and coordination of move-
ments of the extremities. In the group of six- and a half-year-old
children and using GK-criterion, seven factorswere isolated: co-
69
