Construction of Defensive Skill Test Norms in Kho-Kho

International Multidisciplinary e –Journal/ Chitumadugula Seshaiah, Dr. Y. Kishore. (76-86)
www.shreeprakashan.com Vol-III, Issue-VIII, Aug-2014 Page 76
Construction of Defensive Skill Test Norms in Kho-Kho Game
Chitumadugula Seshaiah*
Research Scholar
Department of Physical Education
Acharya Nagarjuna University, Guntur, A.P.
Dr. Y. Kishore**
Dean, Faculty,
University College of Physical Education and Sports Sciences
Acharya Nagarjuna University, Guntur, A.P.
Paper Received on: 22/08/2014
Paper Reviewed on: 23/08/2014
Paper Accepted on: 27/08/2014
Introduction
Physical education is a prominent part of education to achieve and realize the aim and
objectives of physical education plays an important role and assist in developing those objectives
more practically. Therefore it is said that physical education is an integral part of general
education.
Indian culture is the oldest culture in this world. It has gifted many things to this world.
Literature, arts, sports, philosophy, scientific theories and social, political and economical
thoughts spread in the world are originated from Indian culture. The most ancient and holy
religious treatise “Rig-Veda” is the national asset of India. Greatest epics Mahabharata and
Ramayana are from India. For the welfare of mankind the concept of Ramrajya is derived from
Ramayana. In the same way Indian culture is the mother of various games and sports in this
world.
Kho-Kho, Kabaddi, Yogasana, Malkhamb, Lathi, Phari-gadga, Atya-Patya, Langadi, Viti-
dandu, are peculiar indigenous activity preserved and handed over to the present generation.
The specialty of Indian games is to make players light bodied, agile, ready witted, supple and
daring. Kho-Kho is one of the most popular traditional sports in India.
International Multidisciplinary e-Journal ISSN 2277 - 4262

Kho-Kho is an indigenous game. It is based on the natural principle of physical
development. It is vigorous and fasters a healthy combative spirit among the youth. It is not
merely running with speed but also a natural instinct to overtake, to pursue, to catch a kill (chase)
is the capstone of Kho-Kho.
The Indian games are simple in nature, easy to organize and less expensive. Hence Kho-Kho
reaches to common people and both sex. The game Kho-Kho is most popular game besides
Kabaddi in rural India. At present it is the most popular game among all the indigenous activities
in physical education in India and neighboring countries in South Asia.
Game of Kho-Kho demands optimum physical fitness for the match i.e. speed, endurance,
strength, coordination ability, flexibility & reaction time, which should go with skill ability to
enable players to withstand the strain of a long drawn.
Many people play Kho-Kho for fun and fitness; others are more ambitions with mind focused
on club, school, university and national honors. Either way some attention towards general and
specific fitness should yield more than adequate rewards. Apart from improvement in health
even the lowest of novices should gain in suppleness and rhythm.
The skills in Kho-Kho are divided into two main skills. They are,
1. Offensive skills 2. Defensive skills
The Offensive skills are useful to the chasers to tag the defenders and score points.
Defensive skills are useful to the defenders to defend themselves from the chasers.
Offensive skills :
- Sitting in the square
- Giving Kho
- Pole Turning
- Pole Dive
- Diagonal Attack
- Tapping
- Diving

Defensive Skills :
Chain game
 Zig-Zag run
 3-3-2 chain
 1-4-5-6 chain
Statement of the problem
Hence, the problem chosen for the study of
“Construction of Defensive Skill Test Norms in Kho-Kho Game for High School Boys”.
Objectives of the study
The following Objectives were set out for the study
 To estimate the skill test norms in Kho-Kho game in relation to defensive skills viz., Zig-
Zag run, 3-3-2 chain, 1-4-5-6 chain
 To find out the significant difference between Novice group and Median Group, Median
Group and Expert Group and Expert Group and Novice Group in relation to defensive
skills.
Hypotheses of the study
According to the above objectives, the following hypotheses were formulated
 There might not be any significant difference between Novice group and Median Group in
relation to the defensive skills in Kho-Kho game.
 There might not be any significant difference between Median group and Expert group in
 There might not be any significant difference between Expert group and Novice group in

Review of Related Literature
Hanumantha Rao, B (1993) had conducted a study on construction of norms for health related
physical fitness variable for high school boys of 15 years of age in Andhra Pradesh. He
selected 1005 subjects from various schools in Andhra Pradesh. The following variables
were selected for this study. Aerobic endurance, body composition, muscular strength and
upper body strength. Calculation of mean, standard deviation and hull scale were the
statistical techniques used in this study. As per the qualification grading after the constructed
norm, in aerobic endurance 182 subjects were poor, 194 subjects were fair, 319 subjects were
average. 182 subjects were good, 84 subjects were very good and 58 subjects were excellent.
In flexibility 170 were poor, 259 were fair, 242 were average, 210 were good, 72 were good,
52 were excellent. In muscular strength/endurance 334 were poor, 249 were fair, 2002 were
average, 97 were good, 68 were very good and 55 were excellent.
Waghchoure, M.T and Bera (2000) constructed and standardized a new battery of kho-kho
skill test. Two thousand (n = 2000) school boys, aged from 11-14 years, from Pune city,
India, were pooled as a sample and were tested by the ten items of the preliminary form of
the skill test. The data were processed through items analysis which assured the existence of
ten items in the test. The test-items were then arranged on the basis of the analysis of item
difficulty. The scoring principles of each item were also established scientifically. The test-
retest reliability co-efficient of this test was found statistically significant (r = 0.85, p < 0.01).
This battery also assured its content validity. Both the percentile and t-scale norms were
established on Likert’s five-point scale. The overall results revealed that this test can assess
the kho-kho skills and predict potentially of the players with sufficient reliability and
validity.
Methodology
To assess the performance of Kho- Kho players is necessary while selecting teams for
tournaments. Previously no such standard norms are there for Kho-Kho game. Because of this
problem good players are lagging behind due to so many other reasons. Hence, there is a need

to construct norms for these games also as there are norms and standards for other games. In the
present study the investigator put an effort in constructing some standard norms for this game
especially in Defensive skills. For this study the investigator has selected only three defensive
skills viz., Zig-Zag run, 3-3-2 chain, 1-4-5-6 chain. Brief descriptions of these three skills are
given below:
 ZIG-ZAG RUN TEST:
Purpose : To measure 'chain game' skill in Kho-Kho and to assess agility.
Equipment : Stop Watch, 8 Cones, Marking Powder, Measuring Tape, Rope, Kho-Kho Posts,
Play field.
Procedure :
1. Eight cones are arranged in a straight line and kept on the squares.
2. Performance begins in standing position at the post line (behind the post line) i.e. start
and finish line.
3. At the signal 'ready-go' the performer begins to run and stopwatch is started
simultaneously.
4. During the course of running the performer runs as fast as possible in zig zag manner as
shown in the diagram up to the end line and he continues to run around the post and
returns back in the reverse direction to the starting post. Like that the performer has done
3 repetitions.
Scoring : The score is the time in seconds for the 3 repetitions, 3 trails were given. Scoring will
be taken after 3rd
repetition was over in seconds.
 3 – 3- 2 CHAIN TEST :
Purpose : To measure the speed in chain game skill. (or) Testing the player's ability in speed
in chain game skill.
Equipment : Stopwatch, marking play field with posts and 8 cones.

Procedure :
1. Performance begins from a starting line with standing position at the post line.
2. At the signal 'Ready-go' (blowing the whistle), the performer begins to run and stopwatch
is started simultaneously.
3. Performer starts running from post and take entry between 3rd
and 4th
square and moves
forward and take entry between 6th
and 7th
squares and moves up to the post and take turn
of the post and take entry again in between 3rd
and 4th
squares and continue the chain in
reverse path. Performer will do the same 3 repetitions. After completion of 3rd
repetition
the stopwatch is stopped.
Scoring : 3 trails were given. The time was recorded for 3 repetitions in seconds.
Note : Each performer has to complete three repetitions.
 1-4-5-6 ( 1-3-3-1) CHAIN TEST :
Purpose : To measure the speed and agility.
Equipment : Marking play field with posts, 8 cones, stopwatch.
Procedure :
1. Performance begins from a starting line with standing position at the post line.
2. At the signal 'Ready-go' (blowing the whistle), the performer begins to run and stopwatch
is started simultaneously.
3. Performer starts running from the post and take entry in between 1st
and 2nd
square and
moves up to 4th
square and take entry in between 4th
and 5th
square and 5th
& 6th
and 6th
&
7th
squares and run up to the post and take turn of the post and take entry in between 1st
and 2nd
squares and continue the run in reverse path. After completion of the 3rd
repetition
the stopwatch is stopped.
Scoring : Recorded the time in seconds, 3 trails were given.
Note : Each performer has to complete three repetitions.

Sample of the study
For this investigation 300 kho-kho players of 13-15 years age group were taken as
sample from Guntur, Krishna and West-Godavari Districts in A.P by simple random technique.
The sample was divided into three groups viz., Novoice group (100), Median Group (100) and
Expert Group (100).
Table-1. Sample of Different Groups with Playing Experience
Group N Age Experience
Novice 100 13-15 years Below 2 years
Median 100 13-15 years 2-3 years
Expert 100 13-15 years Above 3 years
oStatistical Techniques
The collected data were analyzed by using Mean, SD and‘t’ test. The level of significance
for testing the hypothesis was at 0.05 levels.
 Results and Discussions
The mean, SD’s and ‘t’ values of three groups are presented in Table-2

Table-2. Mean, SD and ‘t’ value between Novice, Median and Expert Group in relation to
Defensive skills
Group Zig-Zag run 3-3-2 Chain 1-4-5-6 Chain
N M SD ‘t’ M SD ‘t’ M SD ‘t’
Novice
Median
100
100
36.23
31.89
2.55
1.17
22.49* 31.45
28.77
2.58
1.59
13.08* 34.68
30.94
2.54
1.06
18.37*
Median
Expert
100
100
31.89
29.04
1.17
0.93
19.61* 28.77
26.84
1.59
1.37
11.21* 30.94
28.27
1.60
1.60
14.89*
Expert
Novice
100
100
29.04
36.23
0.93
2.55
38.51* 26.84
31.45
1.37
2.58
23.14* 28.27
34.68
1.60
2.54
31.48*
Note: * is significant at 0.05 level
From Table-2 the mean values of Novice, Median and Expert groups are 36.23,31.89 and
29.04 respectively and their SD’s are 2.55, 1.17 and 0.93. For testing the significant differences
among these three groups under three defensive skills pair-wise combinations were taken and ‘t’
Test was applied.. According the table results, when Novice and Median groups were taken the
obtained ‘t’ value is 22.49 for zig-zig run skill shows that there is a high significant difference
between those two groups. Similarly when Median and Expert group were taken under the same
skill the ‘t’ value yielded is 19.61 which reveals that there is a significant difference between
those two groups. As such, the final combination i.e Expert and novice group were taken the
calculated ‘t’ value is 38.51 which is also shows that there is a high significant difference among
these two groups.

Fig: Mean Scores of Defensive skills of Three Groups
While considering the 3-3-2 chain skill, the ‘t’ values obtained for the same combinations
were taken as in zig-zig run skill are 13.08, 11.21 and 23.14 respectively which reveals that there
are significant differences are there among each of the combinations.
Finally the 1-4-5-6 chain skill was also tested to find the significant differences among the
three combinations by applying ‘t’ test. The obtained results are 18.37, 14.89 and 31.48
respectively which shows that all the three combinations are differed significantly with respect to
the 1-4-5-6 chain skill.
On the whole it could be concluded that all the three groups were differed significantly one
among the other group with respect to three defensive skills considered in the study. This
because of the playing experience, training undergone.
0
5
10
15
20
25
30
35
40
Zig-Zag run 3-3-2 chain 1-4-5-6 chain
Mean
Values
Mean Scores of Defensive skills
Novice
Median
Expert

Conclusions
 The ‘t’ test values were found to be greater than their critical values in all combinations
of groups with reference to each of the skills tested indicating significant difference
between their mean values.
On the basis of the results and discussion the following findings were drawn.
 It was concluded that the significant difference was found between Novice group and
Median Group in relation to the defensive skills where the median group scores are more
consistent than the scores of Novice group.
 It was concluded that the significant difference between Median and Expert group in
relation to the defensive skills where the Expert group scored higher than the Median
group.
 It was concluded that the significant difference between Expert group and Novice group
in relation to the defensive skills where the Expert groups are more consistent than the
scores of novice group.
The standard skill test norms in Kho-kho game founded the defensive skills for the combination
of three groups was mentioned here under.
Table-3: Standard Norms of Defensive Skills of three Groups
Group Zig-Zag 3-3-2 Chain 1-4-5-6 Chain Norms
Novice 36.23 31.45 34.68 Standard
Median 31.89 28.77 30.94 Standard
Expert 29.04 26.84 28.27 Standard
Hence, from the results stated above it was concluded that the skill test norms were
established and standardized for the game of Kho=Kho. It was scientifically proved that
the expert group has scored higher than the median group. Eventually the median group
has scored higher than the novice group. By and large and Kho-kho game the three
selected groups have shown their performance in selected defensive skills.

Hence, the norms were certified and standardized according to the stipulated norms
of the game.
Recommendations
1. Similar studies may be conducted in offensive skills.
2. Similar studies may be conducted in other defensive skills like Ring game,
Combination of Chain game.
3. Similar studies may be conducted in Girls section.
4. Similar studies may be conducted on the large sample.
References
 Venkateswarlu, T(2013). Standardization of Skill Test Norms in Kabaddi-A Study.
Un published Doctoral Thesis, Osmania University, Hyderabad.
 Krishnaveni, A (2008). Construction o skill test and compilation of norms for
Volley ball. Un published Doctoral Thesis. Alagappa University, Karaikudi,
Tamilnadu.
 Hanumantha Rao, B (1993). Construction of norms for health related physical
fitness test for high school boys o 15 years of age in A.P. Un published Master of
Philosophy Thesis. Alagapppa University, Karaikudi, Tamilnadu.
 Waghchoure, M.T and Bera (2000). Construction and standardization of a new
battery of kho-kho skill test. Pune ,India.

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