Abstract
The aim of this study is to investigate the relationship between anticipation time, reaction time and balance characteristics in school children at the age of 10-12 years.11 males and 12 females, 23 students in total, studying at Istanbul Sancaktepe Ibn-i Sina Elementary School, whose average age was 11.06 years, average height was 142.78 cm and average weight was 37.6 kg, voluntarily participated in the study. Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p<0.05). In conclusion, the significant relationships were found between auditory reaction time and 5 mph anticipation time and static and dynamic balance (p<0.05), between 3 mph anticipation time and auditory reaction time and choice reaction time (p<0.05), between choice reaction time and simple reaction time and auditory reaction time (p<0.05). These perceptual motor skills could affect each other. It is suggested that physical education teachers should teach children to improve their anticipation time, balance and reaction time ability during the physical education lesson. They could place PE programs some special drills to improve these abilities.
Highlights
The ability to estimate the arrival time of a moving object from one point to a specific target point is called the anticipation time
These results indicate that anticipation time develops at best at the age of 11 years
It is observed that while there are studies in which visual and auditory reaction times are addressed in various sports branches with different abilities, there are a limited number of studies examining the relationship between static and dynamic balance, and anticipation time and reaction time
Summary
The ability to estimate the arrival time of a moving object from one point to a specific target point is called the anticipation time. Haywood [5] found out in his study that the anticipation time of children between the ages of 6 and 8 years was worse when compared to the children between the ages of 11 and 13 years, and the anticipation time of children between the ages of 11 and 13 years was the same with young adults. These results indicate that anticipation time develops at best at the age of 11 years. There are some studies conducted on anticipation time at different speeds [12, 13, 14]
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