Abstract

The present study examined relationships between hurdle running performance of elementary school students at various inter-hurdle distances and measurement items such as body characteristics and take-off distance. Subjects were 30 6th-grade students in an elementary school physical education class. Each student freely selected one of four inter-hurdle distances (4.5, 5.0, 5.5, or 6.0 m) based on their ability to run the inter-hurdle distances in a three-step rhythm, and hurdle running record was measured. Body height in the 6.0-m inter-hurdle distance group was significantly higher than that in the other groups, and hurdle running record, sprint record, and hurdle loss time in the 6.0-m group were significantly shorter than those in the other groups. In contrast, no significant differences in body height, weight, hurdle running record, sprint record, or hurdle loss time were observed in the 4.5-, 5.0-, and 5.5-m groups. These results suggest that the 6.0-m group comprised early-maturing students. Thus, subjects were reclassified into two groups: the 6.0-m group and the 4.5-5.5-m group. In the 4.5-5.5-m group, in which there were no differences in maturity level, hurdle running record was not significantly correlated with body height or weight, suggesting that the influence of body characteristics on hurdle running in elementary school PE classes can be reduced by shortening the inter-hurdle distance. In both the 6.0- and 4.5-5.5-m groups, hurdle loss time was not affected by take-off distance and landing distance. In addition, students did not attempt to lower hurdle clearance height in order to improve hurdle loss time. Verf.-Referat