Effect of Mindfulness Training on Fatigue and Recovery in Elite Volleyball Athletes: A Randomized Controlled Follow-Up Study.

Volleyball is a team sport with high physical and perceptual-cognitive demand, hence, increasing the perception of physical and mental fatigue during a competition. To alleviate fatigue (physical and mental), mindfulness and music have been proposed. The aim of this study was to analyze the effect of mindfulness-based mental versus music training on mental fatigue, physical fatigue, and recovery in elite competitive female volleyball athletes using a randomized two-controlled study with follow-up. Participants were 30 elite female Brazilian volleyball athletes. Athletes were randomly assigned to the following groups: 1) mindfulness-based mental training group (MBMT); 2) music-based training group (MBT); or 3) control group (CG). Three variables were evaluated as follows: 1) recovery based on total quality recovery; 2) mental fatigue visual analog scale; and 3) physical fatigue visual analog scale. Regarding recovery, there was no difference between the MBMT, MBT, and CG groups (p > 0.05). A difference in mental fatigue was noted between MBT and CG at follow-up [F(2,26) = 5.71, p = 0.009; large]. Regarding physical fatigue, there was no difference between the MBMT, MBT, and CG groups (p > 0.05). The mindfulness intervention effectively attenuated the mental fatigue caused by competition in volleyball athletes. These results will assist coaches and staff in providing fatigue management and reinforce the applicability of mental training in sports.

Effects of Probiotic (Bacillus subtilis) Supplementation During Offseason Resistance Training in Female Division I Athletes.

Toohey, JC, Townsend, JR, Johnson, SB, Toy, AM, Vantrease, WC, Bender, D, Crimi, CC, Stowers, KL, Ruiz, MD, VanDusseldorp, TA, Feito, Y, and Mangine, GT. Effects of probiotic (Bacillus subtilis) supplementation during offseason resistance training in female Division I athletes. J Strength Cond Res 34(11): 3173-3181, 2020-We examined the effects of probiotic (Bacillus subtilis) supplementation during offseason training in collegiate athletes. Twenty-three Division I female athletes (19.6 ± 1.0 years, 67.5 ± 7.4 kg, and 170.6 ± 6.8 cm) participated in this study and were randomized into either a probiotic (n = 11; DE111) or placebo (n = 12; PL) group while counterbalancing groups for sport. Athletes completed a 10-week resistance training program during the offseason, which consisted of 3-4 workouts per week of upper- and lower-body exercises and sport-specific training. Athletes consumed DE111 (DE111; 5 billion CFU/day) or PL supplement daily for the entire 10-week program. Before and after training, all athletes underwent 1 repetition maximum (1RM) strength testing (squat, deadlift, and bench press), performance testing (vertical jump and pro-agility), and isometric midthigh pull testing. Body composition (body fat [BF]%) was completed using BODPOD and bioelectrical impedance analysis, as well as muscle thickness (MT) measurement of the rectus femoris (RF) and vastus lateralis using ultrasonography. Separate repeated-measures analyses of variance were used to analyze all data. Significant (p ≤ 0.05) main effects for time were observed for improved squat 1RM, deadlift 1RM, bench press 1RM, vertical jump, RF MT, and BF%. Of these, a significant group × time interaction was noted for BF% (p = 0.015), where greater reductions were observed in DE111 (-2.05 ± 1.38%) compared with PL (-0.2 ± 1.6%). No other group differences were observed. These data suggest that probiotic consumption in conjunction with post-workout nutrition had no effect on physical performance but may improve body composition in female Division I soccer and volleyball players after offseason training.

The efect of self-regulated feedback on acquisition and learning the overhand service skill of novice female athletes in volleyball / Efecto del feedback autorregulado sobre la adquisición y el aprendizaje de la habilidad en el servicio de jugadoras noveles en voleibol / O efeito de auto-regulação feedback sobre aquisição e aprender a habilidade de seu ponto de serviço de atletas do sexo feminino iniciante no voleibol

The purpose of the present research was to study the effect of self regulated feedback on the acquisition and learning of the volleyball overhand service skill in novice female players 10-11 years old. Twenty-eight (28) novice female athletes aged 10-11 years old and with a 2- year training experience participated in this study. The female athletes were randomly divided into two groups, the experimental (n=14) and the control group (n=14). The athletes of both groups followed a five week training program with two units per week, which included drills for the learning of the service skill. The athletes of the experimental group were able to ask for feedback whenever they wished, while the athletes of the control group followed the program for learning the skill, taking feedback (knowledge of performance), whenever it was considered necessary by the coach. The results showed that there were significant differences between the two groups in learning the skill. Specifically, the experimental group was better at all the elements of the service skill, except for the throw of the ball, which apparently is due to lack of coordination of athletes at this age. It is suggested that coaches can use the self-regulated feedback, for better performance and learning and to develop athletes' internal cognitive processes (AU)

El propósito de la presente investigación fue estudiar el efecto de realimentación autorregulado en la adquisición y el aprendizaje de la habilidad de servicio volado de voleibol en los jugadores novatos femenino 10-11 años de edad. Veintiocho 28 atletas de principiante de 10-11 años de edad y con una experiencia de entrenamiento de 2 años participaron en este estudio. Los atletas fueron divididos aleatoriamente en dos grupos, el experimentales (n = 14) y el grupo control (n = 14). Los atletas de ambos grupos siguieron un programa de entrenamiento de cinco semanas con dos unidades por semana, que incluye ejercicios para el aprendizaje de la habilidad de servicio. Los atletas del grupo experimental fueron capaces de solicitar retroalimentación siempre que quisieran, mientras los atletas del grupo control siguieron el programa para el aprendizaje de la habilidad, tomando información (conocimiento de resultados), siempre se ha considerado necesario por la entrenador. Los resultados mostraron que hubo diferencias significativas entre los dos grupos en el aprendizaje de la habilidad. En concreto, el grupo experimental fue mejor en todos los elementos de la habilidad de servicio, excepto el tiro de la bola, que al parecer es debido a la falta de coordinación de los atletas de esta edad. Se sugiere que entrenadores pueden utilizar la retroalimentación autorregulada, para mejor rendimiento y aprendizaje y para desarrollar procesos cognitivos internos de los atletas (AU)

O objetivo da presente pesquisa foi estudar o efeito de auto regulação feedback sobre a aquisição e a aprendizagem da habilidade de voleibol serviço overhand em jogadoras de noviço 10-11 anos de idade. Vinte e oito 28 atletas do sexo feminino iniciante com 10-11 anos de idade e com uma experiência de formação de 2 anos participaram do estudo. As atletas foram divididas aleatoriamente em dois grupos, o experimentais (n = 14) e grupo controle (n = 14). Os atletas de ambos os grupos seguiram um programa de treinamento de cinco semanas com duas unidades por semana, que incluiu exercícios para a aprendizagem da habilidade serviço. Os atletas do grupo experimental foram capazes de pedir feedback sempre que quisessem, enquanto os atletas do grupo controle seguiram o programa para aprender a habilidade, levando o gabarito (conhecimento de desempenho), sempre que considerou necessário pela treinador. Os resultados mostraram que houve diferenças significativas entre os dois grupos em aprender a habilidade. Especificamente, o grupo experimental foi melhor em todos os elementos de habilidade o serviço, exceto para o arremesso da bola, que aparentemente é devido à falta de coordenação dos atletas nesta idade. Sugere-se que treinadores podem usar o feedback de auto regulação, para melhor desempenho e aprendizagem e para desenvolver processos cognitivos internos dos atletas (AU)

Reasoning and action: implementation of a decision-making program in sport

The objective of this study was to apply a decision training programme, based on the use of video-feedback and questioning, in real game time, in order to improve decision-making in volleyball attack actions. A three-phase quasi-experimental design was implemented: Phase A (pre-test), Phase B (Intervention) and Phase C (Retention). The sample was made up of 8 female Under-16 volleyball players, who were divided into two groups: experimental group (n = 4) and control group (n = 4). The independent variable was the decision training program, which was applied for 11 weeks in a training context, more specifically in a 6x6 game situation. The player had to analyze the reasons and causes of the decision taken. The dependent variable was decision-making, which was assessed based on systematic observation, using the «Game Performance Assessment Instrument» (GPAI) (Oslin, Mitchell, & Griffin, 1998). Results showed that, after applying the decision training program, the experimental group showed a significantly higher average percentage of successful decisions than the control group F(1, 6) = 11.26; p = .015; η2 p = .652; 95% CI [056, 360]. These results highlight the need to complement the training process with cognitive tools such as video-feedback and questioning in order to improve athletes’ decision-making (AU)

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Imagery use of athletes in individual and team sports that require open and closed skill.

This study compared use of imagery in elite male and female athletes in open and closed and individual or team sports. A total of 151 elite Turkish athletes ages 15 to 29 years old (males' M age=20.7 yr., SD=3.3; females' M age=20.0 yr., SD=3.5) from open-team sports (n=66), open-individual sports (n=26), and closed-individual sports (n=59) completed the sport imagery questionnaire. A significant multivariate effect of sport type was found. Univariate analyses indicated that male and female athletes in team open-skill sports and individual closed-skill sports used more motivational general-mastery imagery than did athletes in individual open-skill sports.

Competências psicológicas no Vôlei de Praia de alto rendimento: síntese e recomendações para o treinamento / Psychological competence in high performance Beach Volleyball: synthesis and training recommendations

Para atender à crescente demanda de aperfeiçoamento requerida de atletas de alto rendimento, a preparação esportiva deve contemplar o treinamento de competências psicológicas. Contudo, muitos treinadores não sabem como aplicar essas competências para conseguir êxito esportivo. O objetivo deste artigo foi demonstrar os procedimentos necessários para estruturação de um programa de treinamento de competências psicológicas no esporte de alto rendimento. O presente estudo teve como base o trabalho de suporte psicológico realizado com campeões olímpicos do vôlei de praia. São apresentadas as fases para estruturação de um programa de treinamento de competências psicológicas (fase de educação, diagnóstica, de aquisição, de prática e de avaliação) e os procedimentos para inserção dessas competências (concentração, imaginação, autoconfiança, motivação, ativação, estresse e ansiedade e autoinforme) nas rotinas de treino e competição. Espera-se que o presente trabalho possa auxiliar profissionais envolvidos no processo de treinamento de alto rendimento a incluir a preparação psicológica dos atletas nos seus programas de treinamento a fim de melhorar o rendimento.

To attend the growing demand of improvements required by athletes of high performance, sportive preparation must contemplate psychological competence training. However, several coaches do not know how to apply such competences to achieve success in sport. The aim of this study was to showthe procedures required to structure a psychological competence training program in high performance sports. This study has the psychological training performed with the Beach Volleyball Olympic Champions as a basis. The phases to structure the psychological competences training are presented (educational, diagnostic, acquisition, practice and evaluation phases) and the procedures to insert these competences (concentration, imagery, self-confidence, motivation, activation, stress, anxiety and self-report) in the training and competition routines. It is expected that this work may help professionals involved in high performance training to include psychological preparation in their training programs to improve performance.

A mediation analysis of the ATHENA intervention for female athletes: prevention of athletic-enhancing substance use and unhealthy weight loss behaviors.

OBJECTIVE: To explain, through mediation analyses, the mechanisms by which ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternatives), a primary prevention and health promotion intervention designed to deter unhealthy body shaping behaviors among female high school athletes, produced immediate changes in intentions for unhealthy weight loss and steroid/creatine use, and to examine the link to long-term follow-up intentions and behaviors. METHODS: In a randomized trial of 1668 athletes, intervention participants completed coach-led peer-facilitated sessions during their sport season. Participants provided pre-test, immediate post-test, and 9-month follow-up assessments. RESULTS: ATHENA decreased intentions for steroid/creatine use and intentions for unhealthy weight loss behaviors at post-test. These effects were most strongly mediated by social norms and self-efficacy for healthy eating. Low post-test intentions were maintained 9 months later and predicted subsequent behavior. CONCLUSIONS: ATHENA successfully modified mediators that in turn related to athletic-enhancing substance use and unhealthy weight loss practices. Mediation analyses aid in the understanding of health promotion interventions and inform program development.

Evaluation of a mental skills program for serving for an intercollegiate volleyball team.

A preseason mental skills program for serving was implemented for the 11 members of an intercollegiate volleyball team (M age = 20.0 yr.; SD = 1.1; years of intercollegiate volleyball experience M = 2.6; SD = 0.9). Key mental skills taught were relaxation, imagery, attentional focus, goal setting, behavioral modeling, and performance routine. A videotaped behavioral model articulated and demonstrated technical performance keys to effective serving. Players utilized a three-phase service routine to increase automaticity of performance and to incorporate key mental skills. End-of-season reported use of imagery was significantly correlated with Good Serve Percentage, as was reported use of a service routine. The mean Good Serve Percentage for the season was 49% (SD=7); the team goal was 50%. Serve-specific self-efficacy significantly increased from the pretraining program to the end of the season. Results indicated that implementing the mental skills training program was associated with enhanced service performance.