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The effect of the low intensity interval training &the continuous training on developing of Aerobic endurance & the recovery speed for the Football players. | ||
| Al-Rafidain Journal For Sport Sciences | ||
| Article 1, Volume 14, Issue 48, 2008, Pages 1-26 PDF (0 K) | ||
| DOI: 10.33899/rajsport.2008.50024 | ||
| Author | ||
| Jamil Khider Ali | ||
| Abstract | ||
| The goal of this research is to know the different between using the interval training & continuous training on developing of Aerobic endurance & the recovery speed in stage of general preparation for the youth football players. The hypothesis of the research The hypothesis of this research is: To show statically different between the outcome of players in interval training group & continuous training group in developing Aerobic endurance & the recovery speed . The researcher used experimental method the sample include 28 players & they are divided to 2 group each contain 14 players . The researcher done the equivalence between them in (the period age of training & the outcomes of examination of Aerobic endurance. After that the researcher has done the examination of (Aerobic endurance), the players divided to 2 groups (interval training & continuous training group) . The whole program lasted for 8 weeks , indeed two units training in a week after finishing the two program s time , the researcher done the post-examination for the Aerobic endurance. The researcher used the following statistical tools: 1.Mathmatical means 2.standard division 3.t(Test ) Conclusion 1.the two program of training showed development in Aerobic endurance. 2.the two programs of training showed adaptation in lowering the rate of plus rate in period of recovery at the end of second & five minutes. 3. the low intensity in the interval training is better than continuous training in developing Aerobic endurance & the average of plus rate in period of recovery at the end of second & five minutes. | ||
| Keywords | ||
| football; low intensity; continuous training; Aerobic endurance | ||
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