Abstract
Background and the Study Aim. The study describes the association of blood types and physical fitness capability of physical education students.
Material and Methods. A non-parametric analysis was used in the study employing chi-square with the Cramer’s V analysis to provide the likelihood relationship between variables. Using the simple random sampling, there were 263 participants composed of 198 (75.3%) females and 65 (24.7%) males. The samples were all students from physical education subject with the age ranged from 17-34 years old.
Results. The finding showed that among the physical fitness capability of the PE students, only anaerobic and flexibility fitness have positive association to blood types. Further, anaerobic fitness has the likelihood to be more advantageous within the A blood type with 57.1%. While flexibility fitness is seen in blood type O with a likelihood association of 79.1%, A with 60.7%, and B 55.3%. Moreover, this implies that PE students’ physical fitness capability such as anaerobic and flexibility fitness are potentiality associated or related to blood types most specifically to “A” and “O.” Thus, in any fitness related physical activity, blood type must be considered in the selection process especially if instills high intensity exercises producing without oxygen and muscle range extension.
Conclusion. It has been concluded that physical fitness capability of an individual can be attributed or influenced by the type of blood he/she possesses. Thus, in the context of sports and dance competition that requires specific physical fitness level, it is recommended to consider blood types of a person.
Subject
Orthopedics and Sports Medicine,Physical Therapy, Sports Therapy and Rehabilitation,Education
Reference48 articles.
1. Pescatello L. American College of Sports Medicine: ACSM’s guidelines for exercise testing and prescription. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins Health; 2014.
2. Pérez LR, Reigal RE, Hernández MA. Relationships between physical practice, physical condition, and attention in a sample of adolescents. J. Sport Psychol. 2016; 25:179–186.
3. Reloba MS, Reigal RE, Hernández MA, Martínez LEJ, Martín TI, Chirosa RLJ. Effects of vigorous extracurricular physical exercise on the attention of schoolchildren. J. Sport Psychol. 2017;26, 29–36.
4. Reigal RE, Barrero S, Martín I, Morales SV, Juárez RR, Hernánde MA. Relationships between reaction time, selective attention, physical activity, and physical fitness in children. Front. Psychol. 2019;10:2278. https://doi.org/10.3389/fpsyg.2019.02278
5. Garcia MA, Custodio ER. Home quarantine - based rhythmic exercises: new fitness assessment and intervention in teaching physical education. Physical Education of Students, 2021;25(1):51–57. https://doi.org/10.15561/20755279.2021.0107