AFRICAN JOURNAL OF EDUCATIONAL STUDIES
VOLUME 3, NO . 2 SEPTEMBER 2005
© AJES, 2005
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A publication of
The Faculty of Education,
University of Botswana
Gaborone, Botswana
EDITORIAL BOARD
EDITOR
Professor Augustus A. Adeyinka
Department of Educational Foundations
University of Botswana
P/Bag 0022, Gaborone, Botswana.
ASSISTANT EDITOR.
Edmund Mazlbüko
Faculty of Education
University of Swaziland
P/Bag 4, Kwaluseni, Swaziland.
CONSULTING EDITORS
John O. Abiri
Joyce Goodman
Department of Arts and Social Sciences Education
University of Ilorinm Ilorin, Nigeria
King Alfred’s College
Winchester, UK.
Claudius O. Daramola
V. P. Franklin
Department of Arts and Social Sciences Education
University of Ilorinm Ilorin, Nigeria
Teacher’s College
Columbia University, USA
EDITORIAL COMMENT
The Volume 3, Number2 edition of the African Journal of Education
Studies has followed much the same pattern as the last edition the
additional bonus of expansion in scope which has resulted in the
additional volume.
More emphasis is placed on reports of empirical researches in this
edition which will prove invaluable to all readers, especially
stakeholders in the educational profession in Africa and beyond
As usual, we thank all the people that have keptfaith with us in
making the publication of this edition a success, especially, our
consulting editors for the editorial advices offered.
Prof. AugustüsA. Adeyinka
Editor
NOTES TO CONTRIBUTORS
1.
Manuscript should be submitted in triplicate to the Editor, with a diskette,
saved in Microsoft Word.
2.
Manuscript rnust be typewritten, double spaced, A-4 size, and typed On
one side only. They should be accompanied by abstracts of not more than
200 words in length.
3.
Manuscripts, typewritten as indicated above, should be between 10 and
20 pages in length, excluding the abstract and references.
4.
Details of reference to each work cited (including sources of tables and
diagrams) must be given.
5.
The journal has adopted the following bibliographical description:
a)
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i)
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b)
Periodicals
i)
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6.
Tables and figures should be kept to the barest minimum and these
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7.
The point at which each table or figure is to be inserted should be
indicated in the text.
8.
Footnotes are not allowed.
9.
Bibliographical references should be arranged In alphabetical order of
authors’ surnames.
10.
Citations should be made in brackets within the text giving the name of
the author, the year of publication and the page numbers, where
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11.
All correspondence should be addressed to:.
Prof. Augustus A. Adeyinka
Editor-in-Chief
African Journal of Educational Studies
c/o Faculty of Education,
University of Botswana,
P/Bag 0022, Gaborone,.Botswana.
CONTENTS
Editorial Board
iii
Notes to Contributors
iv
Notes on Contributors
ix
How a study of psychology could inform and improve the
Teaching-Learning Process within the Formal School System
- Adewuyi Ayodele4deyinka
1
The Child and the right to Quality Education:
An Appraisal of the Nigerian Situation
- Samuel Amaele (Ph.D)
23
Availability of Resources for the Implementation of Social Studies
Curriculum at the Senior Secondary School Level in Nigeria
- Dr. (Mrs.) A.A. Jekayinfa
43
A Survey of Enviro-Topo-Traffic Dangers in Ilorin Metropolis,
Management and Control for Human Safety
- Owowojaiye, Sunday ONi Onifade, Olasunkanmi Adeoye
55
Parental Influences on the Voluntary Association Affiliations
of Kwara State College of Education, Oro Students
- Olorisade G. Olaylwola
63
The Opinions of Chemistry Teachers about the
nature of Senior Secondary Chemistry Syllabi and Resources
- Yandila,Cephas D., Nkumba, Magdeline P. & Mary Dao
79
Re-engineering Cost of Education through
Plant Maintenance Culture in Nigerian Universities
- Sofoluwe, Abayomi Olu, Ph.D.
107
Comparative Studies of Achievement levels between student
sponsored (Loan Recipeint) and paid tuition students: A case study of
Evang. Int. Coll., Lagos
- Revd. Falodun, S. A.
125
Fostering Interpersonal Relationship: The Counsellors Viewpoint
- Dr. (Mrs.) P. O. Ojiah
149
The Menace of HIV/AIDS in Nigeria: Implications for
Counsellor Education Programme and Practice
- Dr. mary Ogechi Esere & Mrs. Kote Ucheoma Azekhueme
167
Problems of Female Enrolment at the Senior Secondary
School level in Oyo State: Implication for Nigeria
- Dr. (Mrs.) Akanbi, G. O.
183
The Contextual Nature of Appraisal: How Appraisal
in Education differs from that in Industry
- Dr. Pedzani Perci Monyatsi
205
Teachers’ Perception of Universal Basic Education
Programme in Lagos State
- P A. George
215
The Role of Cybercafés in the Provision of
Access to Internet Resources in harm, Nigeria
- Mudasiru Olalere Yusuf
225
Parents’ Support to0 Schools - Implications for the
In-loco Parent’s Notion and for Pupils’ Discipline
- Bernard Moswela
247
A Survey of the Support System enjoyed by
African Refugees in Nigerian Camps
- Adegbite, A.S. Ibrahim (PhD)
261
Married Couples’ Perception of family stress:
A Study of selected couples in a typical: Nigerian City
- Dr. J. A. Omotosho & Miss L. Green
275
Comparison of Arithmetic Reasoning Skills
In Hearing and Hearing-impaired ‘Students
- J. Abiola Ademokoya, Ph.D & S. 0. Adeniyi
289
Impediments in the Effective functioning
of Counsellors in Ghanaian Schools
Dr. Onivehu, A. O. & Ziggah, S. R.
301
Idealism and Education with Special: Reference to Africa
- Augustus A. Adeyinka &Thenjiwe E. Major
323
Noise induced hearing loss as a major Occupational 1-lazaiti
among workers of Ilorin Coca-Cola Bottling Company
- Abiodun, Kola & Elemukan, Isaiah
345
A Critical Appraisal of Housing Policy in Nigeria
- Balogun H. Tinubu
365
The Role of Public Opinion and Ideology
in Educational Policy making
Simeon Dosunmu (Ph.D)
381
Test taking behaviours of Senior Secondary School Students in Ghana
- Josephine Sam-Tagoe (Mrs.)
393
Comparing the Physical fitness and Sport performance in
Handball among Kwara State Under-15 Players and Non-players
- Lafinhan, Kola (Ph.D) & Olaltan, O. ‘Lanre
411
Computing studies interests of Students in an African setting:
Implication for Pedagogy and Career Counselling
- S. O. Ojo, M.A. Onyewadume & G. Malema
421
The Concept and Processes of Educational Technology
for improved Educational Performance in Nigeria
- Dr. (Mrs.) O. O. Ogunlade
451
Post-Colonial Local Government Reforms and the Development
of the Southern Districts of Ilorin Division, Northern Nigeria
- Dr. (Mrs.) C. O. O. . Agboola
461
NOTES ON CONTRIBUTORS
Adewuyi Ayodele Adeyinka is an M.Ed student and Teaching Assistant in the
Department of Mathematics and Science Education, University of Botswana.
Samuel Amaele (Ph.D.) is a Lecturer in the Department Educational
Foundations, University of Ilorin, Ilorin, Nigeria.
Dr. (Mrs.) A.A. Jekayinfa is a Lecturer in the Department of Curriculum
Studies and Educational Technology, University of Ilorin, Ilorin, Nigeria.
Owojaiye, Sunday Oni is a Lecturer in the Department of Physical and Health
Education, University of Ilorin, Ilorin, Nigeria.
Onifade, Olasunkanmi Adeoye is a Lecturer in the Department of Physical
and Health Education, University of Ilorin, Ilorir), Nigeria.
Olorisade G. Olayiwola is a Lecturer in the Department of Curriculum Studies
and Educational Technology, Kwara State College of Education, Oro.
Yandila, Cephas D. is a Professor in the Department of Mathematics and
Science Education, University of Botswana,
Nkumba, Magdeline P. is of the Department of Mathematics Science
Education, University of Botswana.
Mary Dao is a Teacher in the Community Junior Secondary School, Molepolole,
Botswana.
Sofoluwe, Abayomi Olu, Ph.D is Lecturer in the Department of Educational
Management, University of Ilorin, Ilorin, Nigeria.
Revd. Falodun, S. A. is a Lecturer in the Department of Educational
Foundations and Administration, Adeniran Ogunsanya College of Education,
Otto/Ijanikin, Lagos, Nigeria.
Dr. (Mrs.) P. O. Ojiah is of the Education Resource Centre, Wuse Zone 7,
Abuja, Nigeria
Dr. Mary Ogechi Esere is a Lecturer in the Department of Guidance &
Counselling, University of Ilorin, Nigeria.
Mrs. Kate Ucheoma Azekhueme is a facilitator, National Open University of
Nigeria, Abeokuta Centre.
Dr. (Mrs.) Akanbi, G. O. is a Lecturer in the Department of Educational
Foundations, Oyo Slate College of Education, Oyo, Nigeria.
Dr. Pedzani Perci Monyatsi is a Teaching Practice Coordinator Lecturer at the
University of Botswana, Gaborone, Botswana.
P A. George is a Lecturer in the School of Education, Adeniran Ogunsanya
College of Education, Otto/Ijanikin, Lagos, Nigeria.
Mudasiru Olalere Yusuf is a Senior Lecturer and Sub-Dean in the Faculty of
Education, Department of Curriculum Studies and Educational Technology,
University of Ilorin, Nigeria.
Bernard Moswela is a Lecturer in the Department of Educational Foundations,
University of Botswana, Gaborone, Botswana.
Adegbite, A.S. Ibrahim (Ph.D) is a Lecturer at the Kwara State College of
Education, Ilorin, Nigeria.
Dr. J. A. Omotosho is a Senior Lecturer in the Department of Guidance &
Counselling, University of Ilorin, Ilorin, Nigeria.
Miss L. Green is of the Federal Government Girls’ College, Bida, Niger State,
Nigeria.
J. Abiola Ademokoya, Ph.D. is a Lecturer in the Department of Special
Education, University of Ibadan, Ibadan, Nigeria.
S.O. Adeniyi is a Lecturer in the Department of Special Education University of
Ibadan, Ibadan, Nigeria.
Dr. Onivehu, A. O. is a Lecturer in the Department of Psychology arid
Education, University of Education, Winneba. Ghana.
Ziggah, S. R. is a Lecturer in the Department of Psychology and Education,
University of Education, Winneba Ghana.
Augustus A. Adeyinka is a Professor in the Department of Educational
Foundations, University of Bolswana,, Gaborone, Botswana.
Thenjiwe E. Major is a Lecturer in the Department of Educational Foundations,
University of Botswana, Gaborone, Botswana
Abiodun, Kola is a Lecturer in the Department of Special Education (Audiology
Unit), University of Ibadan, Ibadan, Nigeria.
Elemukan, Isaiah is a Lecturer in the Department of Special Education
(Audiology Unit), University of Ibadan, Ibadan, Nigeria.
Balogun H. Tinubu is a Lecturer at the Adeniran Ogunsanya College of
Education, Otto/Ijanikin, Lagos, Nigeria.
Simeon Dosunmu (Pe3h.D) is a Lecturer in the Department of Educational
Foundations, Lagos State University, Ojo,, Lagos, Nigeria.
Josephine Sam-Tagoe (Mrs) is a Lecturer in the Department of Psychology
and Education, University of Education, Winneba, Ghana.
Lafinhan, Kola (Ph.D) is a Lecturer in the Department of Physical V and Health
Education, University of Ilorin, Ilorin, Nigeria.
Olaitan, O. ‘Lanre is a Lecturer in the Department of Physical and Health
Education, University of Ilorin, Ilorin, Nigeria.
S. O. Ojo, is a Lecturer in the Department of Educational Foundations, University
of Botswana, Gaborone, Botswana.
Dr. MA. Onyewadume is a Senior Lecturer in the Department of Educational
Foundations, University of Botswana, Gaborone, Botswana.
G. Malema is a Lecturer in the Department of Educational Foundations,
University of Botswana, Gaborone, Botswana.
Dr. (Mis.) O.O. Ogunlade is a Lecturer in the Department of Curriculum and
Instructional Technology, Osun State College of Education, Ila-Orangun, Nigeria.
Dr. (Mrs.) C. O. O. Agboola is a Lecturer in the Department of History,
University of Ilorin, Ilorin, Nigeria.
COMPARING THE PHYSICAL FITNESS AND SPORT
PERFORMANCE IN HANDBALL AMONG KWARA STATE
UNDER-15 PLAYERS AND NON-PLAYERS
By
LAFINHAN, KOLA Ph.D.
and
OLAITAN, 0. ‘LANRE
ABSTRACT
This study compared the physical fitness and sports performance in Handball
among Kwara State under-15 players and non-players. Data were drawn
primarily from 16 under - 15 male handballers and 16 male non-handballers with
Kwara state Sports Council in Ilorin. Hypotheses were formulated and t-test
statistical method was employed to analyze and test the differences between
handballers and non-handballers in their physical characteristics cf muscular
strength endurance, ability, flexibility, speed and physical fitness index at a =
0.05 level of significance. Results indicated that significant differences existed in
all the variables tested. It was recommended that the physical educators and
coaches/trainers should incorporate a regular keep-fit “programme in their
curricula and that these performance variables should be well harnessed in their
training and physical and health education classes.
INTRODUCTION
Hippocrates once asserted that “preservation of health is a duty”. Few
people seem to be conscious of such things as physical mortality (AAHPER, 1998,
p 19). In the past, there was demand for physical effort by the early man who
had to be physically strong in order to survive in his hostile environment.
Physical strength is no longer a prerequisite for survival because the Nigerian
people are sedentary and are not conscious of such things as physical mortality
nor now to preserve health. This kind of life style, according to Kraus & Raad
(1991), has resulted in degenerative diseases which are common today because
of the sedentary life people adopt.
Inactivity
promotes
human
deterioration
or
hypokinetic
disease.
Hypokinetic disease refers to the debilitating effects of insufficient physical
activity (Hanson, 1990). Hanson (1990) gave these as examples of hypokinetic
disease: diseases, coronary heart diseases, diabetes, duoclenal ulcers, low back
pain, high blood pressure, and emotional problems.
One way by which to preserve health and to avoid human deterioration
and hypokinetic disease is to keep fit through participation in physical activity like
sports. Fitness should be taken seriously by every individual because his/her
health is one of his/her most important assets. An individual can become fit and
thereby attain optimum health by engaging in some physical activities and
exercises as these will contribute tremendously to his health status (Olaitan
1999).
WHAT THEN IS PHYSICAL FITNESS?
According to the authors, physical fitness is the capacity of the body to be
sufficiently strong and healthy to carry out daily tasks without undue fatigue and
with ample energy to enjoy leisure time activities and to meet unforeseen
situations and emergencies. Kent (1998) defined it as the ability to function
efficiently and effectively, to enjoy leisure to be healthy, to resist disease, and to
cope with emergency situations (p. 387). It is a relative term because it can be
rated on a scale ranging from minimal to optimal (Hanson, 1990).
As expressed by’ Kent (1998), healthre1ated components of physical
fitness include body-composition, cardiovascular fitness, flexibility, muscular
endurance and strength. Skill-related components of physical fitness include
agility, balance, coordination, power, reaction time, and speed.
The purpose of this study was to compare the physical fitness level and
sports performance of Kwara State under-15 male handball players and nonplayers. It was undertaken with a view to establishing the fitness level of the
under 15 male handball players and non-players using parameters of muscular
endurance, flexibility, speed, and cardiovascular endurance.
Authors like Sohi (1988), Nwankwo (1988) and Hanson (1990) have
expressed benefits to be derived through recreation and physical fitness
programmes. The benefits are physiological, psychological, social and economic.
Through the study of comparative physical education, it has been
observed that different countries of the world adopted different methods and
procedures to maintain the, physical fitness of their youths. In most cases, their
assumptions were proved wrong. For example, in the article of Kraus &
Hershiand (1998) on physical fitness, they noted that the Kraus Weber test was
used as measure of the minimal physical fitness of the United States of America
(U.S.A) and European children. It is clear that qualities like endurance, agility,
muscular strength and speed are prerequisites to perform or play effectively well.
For the purpose of this study physical characteristics connote the age, height and
weight of the players and non-players Kent (1998) opined that physical
characteristics are the expressed features such as height, age and weight of an
individual. The following research questions were formulated to guide the study.
1.
Is there any significant deference between the physical characteristics of
the Kwara State under 15 male handball players and those of nonplayers?
2.
Is there any significant difference in muscular strength and endurance
ability of the Kwara State under 15 male handball players and that of nonplayers?
3.
Is there any significant difference between flexibility, speed and physical
fitness index of the two groups?
RESEARCH HYPOTHESES
1.
There is no significant difference between Kwara State under-15 male
handball players and non-players in their physical characteristics.
2.
There is no significant difference between Kwara State under-15 male
handball players and non-players in their muscular strength and
endurance level.
3.
There is no significant difference between Kwara State under-15 male
handball players and non-players in their flexibility, speed and physical
fitness index.
SUBJECTS AND METHODS
The subjects who were randomly selected were 16 under-15 male
handball players and 16 under-fifteen male non handball players, from the Kwara
State Sports Council in llorin. The under- 15 male handball players were selected
randomly from 42 under-15 boys who were invited to camp in preparation for a
national competition while the non-players were selected from among those who
were practising on their own. The 16 players formed the experimental group
while the-16 non-players formed the control group. Total number of subjects
was 32. After calculating the mean standard deviation of the two groups, t-test
statistical analysis was then used to determine significant difference(s) between
the two groups at 0.05 level of confidence. The physical characteristics were
measured using, calendar, height-o-meter and weighing scale; the muscular
strength and muscular endurance were measured using sit-ups, push-ups and
standing broad jump; and the flexibility, speed and physical fitness index were
measures with flexibil-o-meter; 50m dash step- test respectively.
DATA ANALYSIS
At the confidence level of 0.05, data were analyzed using the inferential t-test
statistic.
RESULTS
Ho.1: There is no significant difference under 15 male handball players and
between Kwara State non-players in their physical characteristics.
Table 1:
t-test ‘result of physical characteristics of the players and nonplayer groups physical characteristics.
Variables
 (Mean)
S.D.
Calc. t
Table
Decision value
on Ho
value
Player
69.52
3.22
2.691
Non-players
72.41
2.042
Rejected
5.15
 = 0.05
N=32
Table 1 shows the physical characteristics of the respondents in terms of
their age, height and weight. Since the calculated value of 2.691.is greater than
the table value of 2.042, the null -hypothesis that there is no significant
difference between physical characteristics of players and non-players under 15
male handball players in Kwara State was rejected. This shows that significant
difference existed between these two categories of players.
Ho2: There is no significant difference between Kwara State under 15 male
handballers and non-players in their muscular strength and endurance
ability.
Table 2:
The t-test result of the comparison of Muscular Strength
and endurance ability of the players and non-players
Variables
 (Mean)
S.D.
Calc. t
Table
value
Player
52.11
10.96
Non-players
50.22
6.80
3.41
 = 0.05
2.042
Decision value
on Ho
Rejected
N=32
Table 2 shows that at 0.05 level of s1ril&ance the critical table value is
2.042 which is less than the calculated value of 3.4%. Thus the null hypothesis
that states that there is no significant different in the muscular strength and
endurance ability of under 15 male hand-ball players and non-players in Kwara
State is rejected This implies that a significant exists between these groups of
players in their muscular strength and endurance ability.
Ho3: There is no significant difference between Kwara State male handball
players and non-players in their flexibility, speed and physical fitness
index.
Table 3:
The t-test. result of the difference between the two groups
in flexibility, speed and physical fitness index.
Variables
 (Mean)
S.D.
Calc. t
Table
value
Player
19.44
5.94
2.67
Non-players
24.27
Decision value
on Ho
2.042
Rejected
4.75
 = 0.05
N=32
Table 3 shows the hypothesis testing on flexibility speed and physical
fitness index of the players and non-players Since the table value of 2.042 is less
than the calculated value of 2.67, the null hypothesis that there is no significant
difference between flexibility, speed and physical fitness index of the under-15
male Players and non-players under in Kwara State was rejected, meaning that a
significant difference existed between the two groups of players.
DISCUSSION
Having analysed the data collected for the study and having tested the
hypotheses formulated for the study, these results were obtained
As regards physical characteristics statistical difference was recorded for
the two groups. However, physic characteristics of the group recorded significant
difference as the players group had 3 X of 69.52 and S.D of 3.22 while the nonplayers group had a X of 72.41.80 and S.D of 5.15. The players group had more
controlled body physical characteristics which are a reflection of fitness. This is
confirmed by the height/weight charts put up by insurance agencies to
determine proper bodyweight as recorded by Emiola (1982) that “an estimate of
from 10-15 percent body fat for men and 15-20 percent body fat for women has
been used as a generally desirable goal for a fit person” (page 16).
In terms of muscular strength and endurance ability of the responI1it 0.05
level of significance, the table value of 2.042 Is less than the calculated value of
3.410 hence the null hypQthe$Ig1q+tes there is no significant difference
between muscular endurance ability of the respondents was rejected. cm is that
strength and endurance ability of the respondents was rejected. The implication
is that strength and endurance ability, of the players and non-layers are not the
same. Thus, the null hypothesis was rejected. Steinhaul (1987) stated that the
ultimate purpose of exercise is to keep the muscle strong so that people will do
the day’s work easily without undue fatigue. Clarke (1993) explained that
strength, once gained, may persist for some time before it gradually returns to
pertaining, levels. Clarke (1994) further added that repetition of a muscular
contraction provides the basis for development of muscular endurance.
Concerning the flexibility, speed and physical fitness index of the subjects,
since the table value of 2.042 is less than the calculated value of 2.670 the nullhypothesis that states that. there is no significant difference in the flexibility,
speed and physical fitness index of the subjects was rejected, thus signifying that
the two groups of subjects were different in those variables. The players were
more flexible than the non-players: This finding supports Corbin’s (1994)
statement that flexibility can be lost due to certain pathological conditions or
inactivity. He stated further that disuse results in atrophy.
According to Ryan (191), adequate flexibility may help prevent muscle
strain and orthopedic problems such as backache. In the view of Bridell (1990)
,‘good flexibility. may bring about improved athletic performance. Also, deVries
(1992) claimed that flxRlity may be increased, within limit, by the regular and
repeated performance of static exercise or by ballistic stretching exercise..
CONCLUSION
In view of the findings of this study, the following conclusions could be
drawn:
-
The players were significantly more flexible than the non players.
-
The players’ group was superior to the non-players’ group in muscular
strength and in endurance ability.
The players became more physically fit after the fitness programme than
when they first started the programme. There was an increase in the speed of
the players after the intensive physical fitness programme than when they first
started.
RECOMMENDATIONS
The following recommendations are made for implementation.
1.
The physical educators and coaches/trainers should incorporate a regular
keep-fit programme in their curricula and the athletes’ weekly training
programmes even during their off-season periods. This is necessary in
order to improve the performance and skill levels o their students and
players.
2.
The Federal, state and local governments should take a cue from some
advanced countries like the USA and incorporate the keep-fit programme
in their establishment of schools. This is to improve academic
performance and job efficiency. It is also imperative that if we want to
build our nation, the government must let health education and physical
fitness receive equal emphasis with their other priorities.
REFERENCES
AAHPER (1998). The physical characteristics of American athletes, American
Alliance for Health Physical Education & Recreation, New York City U.S.A.
Bridell, G.E. (1990). A comparison of selected static and dynamic stretching
exercises on the flexibility of the hip joint. Completed Research in Health,
Physical Education and Recreation, 12,209.
Clarke, D.H. (1993) Adaptations in strength and muscular endurance resulting
from exercise. In Wilmore, J.A. (Ed.), Exercise and sport sciences reviews.
New York: Academic Press.
Clarke, H. H. (1994). Development of muscular strength and endurance. Physical
Fitness Research Digest, 4,1.
Corbin, C. B.; Dowell, L.J. & Tolson, H. (1988). Concepts in physical education
(3rd Ed.), Dubuque, Iowa: W.M.C. Brown Company Publishers.
Corbin, C.B. (1994). The effects of physical fitness on the pathological status of
individual (2nd Ed.), Iowa: WM.C. Brown Company Publishers.
deVries, H.A. (1992). Evaluation of static stretching procedures for improvement
of flexibility. Research Quarterly, 33, 222.
Emiola, M.L. (1982). Physical fitness; definition and measurement. in Amusa, 1.0.
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Publishers Ltd.
Hanson, D. (1990). Health related fitness. Belmont, California: Wadsworth
Publishing Company, Inc.
Kent, M. (1998). Oxford dictionary of sports science and medicine (2nd Ed.),
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Kraus, H. & Herswand, L. (1998). Health fitness and physical characteristics of
young adults. Springfield, 111: Charles C. Thomas Publishers.
Kraus, H. & Raab, W. (.1991) Hypokinetic disease. Sprlngfield, Ill.: Charles C.
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Nwankwo, E.I. (1988.). Recreation for physiological, psychological, social and
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PHE Dept. 4, pp. 110 - 111.
Olaitan, O. L. (1999). The relationship of health status and birth order amcng
University of liorin Students (Male). A research project in the Department
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Ryan, A.J. (1991). “Are .you Hamstrung?” Fitness for Living, 59, March - April.
Sohi, A.S. (1988). Recreation participation and health outcomes as psychological
influence. In Ajala, J.A.’ (‘Ed.). Recreation education. Ibadan: PHE Dept 4:
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