Cross Transfer Effects of Isometric Strength Measurement Schedules

The purpose of this study was to determine the effect of isometric strength testing of the wrist palmar flexion muscles on the strength of the contralateral muscle group in male high school students. Twenty-two male high school students enrolled at the Oakley High School served as subjects for this investigation. Subjects were chosen who could meet with the investigator on five successive days and then, after a two day rest, meet with the investigator for another five consecutive days. These were students who could comply with the requirements of the investigation. The measurement instrument, a cable-tensiometer, was incorporated into the testing equipment enabling a cable to pass through it and at a ninety degree angle to the forearm of the subject being tested. The subjects were given a one minute rest between each of the five trials on each of the days. Group A was instructed to pull with the right wrist palmar flexion muscle group the first week and then the second week to change to the left wrist. Group “B was instructed to pull with the left wrist palmar flexion muscle group the first week and then to change to the right for the next week of testing. Subjects were measured near the same time each day. The treatments by subject’s design of analysis found group B to exhibit significant differences in daily mean strength measures. T-tests found days four and five significantly greater than day one, and day five significantly greater than day two in the analysis of the left hand. T-tests run on the right hand found days three, four, and five significantly greater than day one, and day five significantly greater than day two. The comparison of daily mean scores of the right wrists of group “A” and group B show decidedly higher mean scores for group IIB , which was tested the second week. On the basis of the data and within the limitations of this study, the following conclusions seem warranted: 1. In group “B , left hand, there were significant increases between day one and days four and five and, also, between day two and day five. 2. In group “B , right hand, there were significant increases between day one and days three, four and five and, also, between day two and day five. 3. The significant daily increases might be attributed to strength development, learning, or a combination of strength development and learning