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Abstract

Physical fitness is an essential component of health and plays an important role in the performance of female students in the College of Physical Education and Sports Sciences for Women. Muscular strength is one of the key components necessary to meet the physical requirements of practical classes. In the absence of sufficient physical fitness, students may not be able to perform or master the basic skills of various sports activities. Physical fitness is closely connected with the proper functioning of the nervous and muscular systems. Hence, this study aimed to examine the effect of wall-based Pilates exercises on core muscle strength among first-year female students at the College of Physical Education and Sports Sciences for Women, University of Baghdad. An experimental design was used in this study. The sample consisted of 40 students who were divided into two equal groups. The experimental group performed wall-based Pilates exercises for a period of 10 weeks, while the control group used traditional Pilates exercises. Post-test comparisons of the mean scores showed that the experimental group outperformed the control group in core muscle strength tests (push-up, squat, and sit-up). The experimental group, which performed wall-based Pilates exercises, achieved mean scores of 25.9, 29, and 29.2, respectively. In contrast, the control group recorded lower mean scores of 19.1, 24, and 24.25. The calculated t-values were 12.52, 3.66, and 6.19, respectively. All differences were statistically significant at p <.05 in favor of the experimental group, indicating that wall-based Pilates exercises were more effective than traditional Pilates exercises. The study recommends adopting these exercises due to their effectiveness and safety without requiring expensive equipment while supporting Sustainable Development Goal 3 (Good Health and Well-Being).

Article Type

Article

First Page

122

Last Page

130

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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