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International Journal of Physiology, Nutrition and Physical Education

Impact Factor (RJIF): 5.48

ISSN: 2456-0057

2023, Vol. 8, Issue 2
The impact of plyometric training on enhancing speed among middle and long-distance runners of C.C.S. University, Meerut
Author(s): Dr. Hoshiyar Singh
Abstract:
“Plyometrics, also referred to as ‘jump training’ or ‘Plyos,’ entail exercises designed to prompt muscles to exert maximum force in the shortest time possible, aiming to enhance both speed and power. The primary aim of this investigation is to ascertain the impact of plyometric exercises on the development of speed in middle and long-distance runners affiliated with the University of Horticultural Sciences, Bagalkot. It is postulated that Plyometric training will significantly influence the speed development of middle and long-distance runners. The study comprises a sample of 20 male middle and long-distance runners, with 10 participants in the experimental group and 10 in the control group. The experimental group received plyometric exercises, including activities like hopping, bounding, depth jumps, tuck jumps, and box jumps, on alternate days, totaling three sessions per week, whereas the control group underwent conventional training for middle and long-distance running over a six-week period. To gauge speed improvement, both a pre-test and posttest were conducted involving a 50-meter run for both the experimental and control groups. The findings of this study demonstrate that the implementation of plyometric exercises led to a notable enhancement in speed among the middle and long-distance runners in the experimental group, while the control group exhibited comparatively less improvement following general training.”
Pages: 351-353  |  144 Views  37 Downloads


International Journal of Physiology, Nutrition and Physical Education
How to cite this article:
Dr. Hoshiyar Singh. The impact of plyometric training on enhancing speed among middle and long-distance runners of C.C.S. University, Meerut. Int J Physiol Nutr Phys Educ 2023;8(2):351-353.
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