Effects of Different Agility Training Programs among First-Grade Elementary School Students

Javier Yanci, Asier Los Arcos, Juan Jose Salinero, Jurdan Mendiguchia, Eneko Gil, David Santesteban, Ignacio Grande


The aim of the study was to determine which agility training program (low, moderate or high contextual interference) was more effective in first-grade primary school students to provide reliable information to physical education teachers for designing more effective agility programs. A total of 57 first-grade elementary school students participated in the present study. They were randomized into three groups to compare the effects of three different agility training programs based on contextual interference: low contextual interference (n=19), moderate contextual interference (n=19), and high contextual interference (n=19). Contextual interference refers to the relative amount of interference created when integrating two or more tasks into a particular aspect of a training session. Significant improvements in agility were found in the low (P <0.01, ES=1.79) and moderate (P <0.05, ES=0.61) contextual interference groups after a 4-week training period. These improvements were higher in the low contextual interference group. The high contextual interference group showed no improvements (P >0.05, ES=0.28) after the intervention program. Our results suggested that the low contextual interference program is still more effective than the moderate contextual interference program in primary school students.


test, MAT, change direction, physical education, contextual interference

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