Analysis of the dynamics of non-reactive agility under the influence of various structures (ladder and cones) in university students: a longitudinal study

Abstract

Background and Study Aim. Agility is a component associated with skill-related fitness in physical activity. It is required in tasks that involve rapid changes in movement direction. Although various exercise methods are used to develop this ability, their application in university physical education remains a subject of practical interest. The purpose of the research is to design, implement, and verify the utility of a non-reactive agility development programme for university students with non-sports specialization. Materials and Methods. The study employed a single-group repeated-measures design with three assessment points: pretest, mid-test, and post-test. The investigated group consists of 572 subjects (315 males and 257 females) from the 1st and 2nd undergraduate years. The average duration of applying the exercises using ladders and cones was 20–25 minutes (8–10 minutes for ladders and 12–15 minutes for cones). Two structures from each category were used in most lessons. The heterogeneity of the students’ physical preparation required differentiation of the demands and data analysis. Physically active subjects had longer routes, a greater number of sets, and more repetitions of the exercises, with shorter breaks compared to sedentary subjects. Nine non-reactive agility tests were applied (Hexagon, Fan test, T test, Illinois/primary outcome, 5–10–5 Pro-Agility, Edgren, 10 × 5 m Shuttle, Compass Drill, and Box Drill). Results. The F values for repeated-measures ANOVA and χ² values for the Friedman test correspond to statistically significant thresholds (p<0.05) for most tests. The η²p and Kendall’s W results indicate very strong effects of the proposed experimental programme. The exceptions are the weak effects for sedentary males in the T test (η²p=0.031) and Compass Drill (η²p=0.055). Moderate effects were observed for physically active males in the Hexagon test (η²p=0.061), Fan test (η²p=0.115), and Illinois test (η²p=0.130). The differences between the data pairs according to the three test moments indicate a significant improvement in performance (p<0.05) between the initial testing (T1) and the final testing (T3) for both genders and levels of physical activity in all agility tests. Some isolated insignificant differences (p>0.05) are reported between the initial testing (T1) and the intermediate testing (T2), and between the intermediate testing (T2) and the final testing (T3) (for example, the Edgren test for physically active females, and the T test and Compass Drill for sedentary males). Conclusions. Statistical indicators confirm the usefulness of the experimental programme proposed to university students. The programme aims to improve non-reactive agility indicators for both genders and levels of physical activity. The use of diversified exercise structures based on ladders and cones increases the level of student involvement in the lesson. It also facilitates significant progress throughout the academic year for most of the applied tests. The results obtained are similar to those reported in other investigations on university students, but they are obviously lower compared to performance athletes of the same age range.