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Change of direction deficit (CODD) offers valuable insights into a player's balance between linear and multidirectional speed. However, there are still no established reference values for CODD. The objectives of this study were to determine CODD thresholds for various change of direction angles in basketball players according to gender and analyse the relationships between CODD and execution time in speed tests. One hundred and thirty basketball players (46% female; age: 23.7 ± 5.29 years; height: 189.1 ± 11.1 cm; body mass: 84.3 ± 15.7 kg) undertook 10-m linear and change of direction speed test at 45º, 90º and 180º. A k-means cluster analysis was conducted to standardise CODD thresholds and a one-way analysis of variance to identify the differences between clusters. The results revealed angulation-specific CODD thresholds, ranging from 3% to 8%, 17% to 25% and 43% to 51% for 45º, 90º and 180º cutting angles, respectively for the pooled sample. Furthermore, differences inter-clusters (p < 0.05) were observed for execution time at all cutting angles for both genders. Therefore, strength and conditioning coaches are encouraged to assess CODD as a highly valid variable for evaluating change of direction performance and to use current CODD thresholds to tailor training programmes according to each athlete's needs.
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Desempenho Atlético , Basquetebol , Humanos , Basquetebol/fisiologia , Masculino , Feminino , Adulto Jovem , Desempenho Atlético/fisiologia , Adulto , Fatores Sexuais , Valores de Referência , Fenômenos Biomecânicos , AdolescenteRESUMO
ABSTRACT: Barrera-Domínguez, FJ, Martínez-García, D, Jerez-Mayorga, D, Chirosa-Ríos, LJ, Almagro, BJ, and Molina-López, J. Vertical versus horizontal training for improving the change of direction speed in adult basketball players: a systematic review and meta-analysis. J Strength Cond Res XX(X): 000-000, 2023-The ability to perform changes of direction (COD) is a complex skill that involves the application of multiple force-orientations, and its execution at maximum speed is crucial in basketball players. The present study aimed to synthesize findings from previous interventions classified according to force-orientation (vertical, horizontal, or mixed) and determine their magnitude of the effect on COD performance in basketball players. A systematic review of the literature was performed in several databases (Web of Science, Scopus, SPORTDiscus, and PubMed) following the PRISMA statement and reviewed the quality of the included papers according to the Cochrane Collaboration Guidelines Assessment. Sixteen articles with a total of 21 reports were included to analyze the role of force-orientations in COD performance. For the meta-analysis, the standardized mean differences with 95% confidence intervals (CIs) were calculated to determine the chronic changes induced by training and performed an effect size (ES) analysis with a random-effects model. The results showed that all force-orientations generated improvements in COD performance (ES = -0.47 [95% CI -0.57, -0.36], Z = 8.74 [p < 0.01]). It was a mixed force-orientation that produced the greatest changes (ES = -0.91 [95% CI -1.27, -0.55], Z = 4.96 [p < 0.01]), followed by vertical training (ES = -0.45 [95% CI -0.70, -0.20], Z = 3.51 [p < 0.01]). Horizontal training was the least studied and showed the smallest change (ES = -0.10 [95% CI -0.14, -0.07], Z = 5,71 [p < 0.01]). This meta-analysis demonstrates that mixed vertical and horizontally oriented training may be the most optimal because it offers a greater variety of multidirectional stimuli that better prepares the athlete to deal with complex COD in real-game situations.
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The present study aimed to analyse the relationship between functional movement and strength variables upon linear speed (Ls) and change of direction (COD) based on gender. It also aimed to identify the determinants of performance of Ls and COD according to gender. Fifty basketball players (54% female) completed the assessment in which the weight-bearing dorsiflexion test, the Y-balance test, the unilateral countermovement jump, the unilateral drop jump, the unilateral triple hop test, Ls and CODs were performed. Speed variables were divided according to time execution into "low-performance" and "high-performance" to establish a comparison between performance groups. Strength variables significantly influenced speed tests' performance in both genders (p < 0.05). For males, the greater the Ls, the higher the change of direction deficit (p < 0.001). Multiple regression analysis revealed that a long and vertical stretch-shortening cycle (SSC) was the most influential physical ability for speed performance in females (45-65% variance explained; p < 0.001), while in males, a short and horizontal SSC played a significant role (30-61% variance explained; p < 0.022). These results suggest that gender should be considered in programming strength training to improve speed, as each gender will benefit most from the application of different force-orientations and different SSC. Also, the faster the male players were in Ls, the less efficient they were in the COD performance. This is why for men, it would be recommended to perform eccentric exercises along with deceleration and technique drills to improve COD speed.
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Introduction: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. Methods: A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17). Results and discussion: The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.
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The aims of this study were to examine the effects of eight weeks of individualised force-velocity imbalance (F-Vimb) training on physical performance in basketball players and to analyse the differences in physical performance between two periods of time (four to eight weeks) with this training. Thirty male players (age, 22.8 ± 5.68 years; height, 1.87 ± 0.07â m; body mass, 86.3 ± 11.1â kg) were divided into an intervention group (INT, n = 15), who performed an individualised training based on individual F-Vimb; and a control group (CON, n = 15), who underwent a non-individualised training programme; both groups performed two days/week of intervention and the same pre-season basketball training. At baseline, at four weeks, and at eight weeks of intervention, an assessment was performed including countermovement-jumps, unilateral drop jumps, triple hop test, force-velocity profile, sprint and change of direction (COD). At four weeks, the INT showed improvements in sprint and vertical jumping actions (≥3.76%, ES ≥0.44, p ≤ 0.02). At eight weeks, the INT continued to improve vertical jumping actions (p < 0.05) and showed improvements in horizontal jumping (6.80%, ES = 0.45, p < 0.01) and COD (≥2.99%, ES ≥0.96, p < 0.01). A significant reduction in F-Vimb was observed for INT (ES = 0.77, p = 0.01). In contrast, none of these changes were observed in CON. Thus, an individualised F-Vimb training intervention improved physical performance after eight weeks, with changes in sprint and vertical jump after first four weeks. Basketball coaches should optimise the force-velocity profile and improve the performance in sport-related actions as jumping and changing direction.
An individualised F-Vimb training programme improved sport-specific actions after eight weeks in basketball athletes.Improvements were specific to the orientation worked on, with vertical jumping and sprint actions being the most sensitive to change after just four weeks of individualised F-Vimb intervention.In complex actions such as COD, it would be recommended to optimise the F-V profile, emphasising a vertical force-orientation for at least 8 weeks.
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Desempenho Atlético , Basquetebol , Exercício Pliométrico , Humanos , Masculino , Adolescente , Adulto Jovem , Adulto , Força Muscular , Desempenho Físico FuncionalRESUMO
Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach's autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.
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Autonomia Pessoal , Esportes , Atletas/psicologia , Feminino , Humanos , Masculino , Motivação , Satisfação Pessoal , Esportes/psicologiaRESUMO
In spite of the negative effects of anger, coaches are often seen becoming angry during games. This is especially worrying in U18 categories. Thus, the objective of this study was to identify the influence that the coach's anger has on the performance of a basketball team in competition. For this, an ad hoc observation tool was designed, in which 587 moments of anger from the coaching staff (64 coaches) were recorded in the 24 semi-final and final matches of the Spanish Autonomous Region Team Championships in 2019 and 2020 in the infantil (M = 14 years old) and cadete (M = 16 years old) categories. The results show that, in response to most incidents of coach anger, the performance of the team did not change. Significant differences were identified in some scenarios, with low- or medium-intensity anger targeted at the defence, where the team performance improved. However, anger towards the referee in the last quarter with scores level had a negative influence on the team's performance.
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Basquetebol , Tutoria , Adolescente , Ira , Ansiedade , HumanosRESUMO
The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key pointsImportance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes.Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation.Intrinsic motivation predicted the intention to be physically active in the future.
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The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.
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Logro , Educação Física e Treinamento , Emoções , Humanos , Motivação , Espanha , Inquéritos e QuestionáriosRESUMO
Sports performance depends on a complex interaction of variables, such as psychological, physical, technical and tactical abilities. The purpose of the three studies described in this article was to validate an instrument to measure perceived performance in athletes (studies 1 and 2), and to analyze the predictive power of perceived performance, basic psychological needs and intrinsic motivation on the intention to be physically active (which was used as a predictor of adherence to sport) (study 3). In study 1, the Perceived Performance in Sports Questionnaire was validated in the Spanish sports context, analyzing its factorial structure, reliability, and temporal stability with 146 soccer players. The objective of study 2 was to check the factorial structure of the questionnaire with an objective performance measure (points scored and time played). The sample was 180 young basketball players. The objective of study 3 was to analyze the predictive power of basic psychological needs in exercise, intrinsic motivation, and perceived performance on the intention to be physically active in 339 athletes of fifteen different sports. The results show the reliability and validity of the questionnaire, and positive correlations with the points scored. Finally, the analysis of the structural equation model showed that the satisfaction of the need for competence predicted perceived performance and intrinsic motivation predicted perceived performance and intention to remain physically active.
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Atletas , Desempenho Atlético , Motivação , Atletas/psicologia , Humanos , Autonomia Pessoal , Reprodutibilidade dos TestesRESUMO
In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher's support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.
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Satisfação Pessoal , Educação Física e Treinamento , Adolescente , Necessidades e Demandas de Serviços de Saúde , Humanos , Motivação , Autonomia Pessoal , EstudantesRESUMO
The theoretical framework of the self-determination theory establishes that the satisfaction of basic psychological needs and more self-determined motivational forms are related to positive behavioral consequences and, therefore, may increase the intention to be physically active in Physical Education students. In this sense, the need for novelty has been proposed as a psychological need by recent scientific evidence, so it is necessary to prove its possible contribution to the prediction of young people's behavior. Therefore, the main objective of the study was to test a model that analyzed the power of prediction of the satisfaction of the needs for autonomy, competence, relatedness, and novelty as well as the motivation experienced in Physical Education on the intention to be physically active. A questionnaire was administered to 1665 Physical Education students with an average age of 12.43 years (SD = 1.87), of which 835 were boys and 830 were girls. An adaptation of the Spanish educational context of the Basic Psychological Needs in Exercise Scale (BPNES) that includes the need for novelty, the Perceived Locus of Causality Scale (PLOC), and the Intention to be Physically Active Scale (IPAS) was used. Path analysis results showed that the satisfaction of the psychological needs for autonomy, competence, relatedness, and novelty predicted autonomous motivation. On the other hand, the need for autonomy positively predicted controlled motivation, while the satisfaction of relatedness did so negatively. The need for competence and autonomous motivation positively predicted the intention to be physically active in Physical Education students, obtaining an explained variance of 33%. However, controlled motivation was not related in a statistically significant way to the intention to be physically active. In conclusion, the results of the hypothesized model highlight the importance of satisfying all the basic psychological needs (including novelty) and give special emphasis to the need for competence, since it predicts autonomous motivation and the intention to be physically active outside of the educational context.
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A study was made to initially evaluate whether the age category directly could influence anthropometric measurements, functional movement tests, linear sprint (30 m) and strength. Moreover, and as the main purpose, this study aimed to examine the relationship between the time execution and angles in different changes of direction (COD) test with the analyzed sport performance variables. A total sample of 23 basketball players (age: 17.5 ± 2.42 years; height: 184.6 ± 6.68 cm; body weight: 78.09 ± 11.9 kg). Between-groups' comparison explored the differences between basketball categories (Junior, n = 12; Senior, n = 11). The COD variables were divided by the time execution into low responders (LR) and high responders (HR) to establish comparisons between groups related to COD time execution. Pearson's correlation coefficient was used to establish correlations between different CODs and sport performance variables. The results showed a greater influence of age category upon COD performance, especially when the cutting angle was sharper (7.05% [Confidence limits (CL) 90%: 2.33; 11.99]; Quantitative chances (QC) 0/2/98), in which athletes need greater application of strength. Moreover, the sharper the angle or the larger the number of cuts made, the greater the relationship with the vertical force-velocity profile (-42.39 [CL 90%: -57.37; -22.16]; QC 100/0/0%). Thus, the usefulness of the f-v profile to implement training programs that optimize the f-v imbalance and the improvement of the COD performance in basketball players is suggested.
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Atletas/psicologia , Desempenho Atlético , Basquetebol , Adolescente , Adulto , Peso Corporal , Humanos , Masculino , Movimento , Adulto JovemRESUMO
The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students' intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.