Validity and Reliability of a Light-Based Electronic Target for Testing Response Time in Fencers

Effects of Mental Fatigue on Reaction Time in Sportsmen

AIM

Mental fatigue (MF) has been defined as a psychobiological state commonly caused by prolonged periods of demanding cognitive activity. However, the differences between women and men in their reaction times (RTs) to visual stimuli due to mental fatigue remain largely unknown. We compare the differences in RT and heart rate after an acute intervention of mental fatigue between male and female athletes.

MATERIALS AND METHODS

For this aim, 64 participants (age 31.7 ± 6.2 y) performed a routine of 15 min of the Stroop test (PsyTool), with 600 tasks and five different colors. Their heart rate (HR) was registered before, during, and one, three, and five minutes after the Stroop test. Meanwhile, the RT was evaluated before and after the Stroop test. A general linear mixed model (GLMM) and a Bonferroni post hoc test were used to compare the HR between the conditions and an ANOVA two-way analysis was used to compare the values pre-/post-Stroop test. (α = 0.05).

RESULTS

The GLMM for HR showed an effect on the time (p < 0.001) and the time × group interaction (p = 0.004). The RT was significantly increased pre- to post-Stroop test (p < 0.05); however, there was no difference between the pre- and post-HR measurements (p = 1.000) and the measurements one (p = 0.559), three (p = 1.000) and five (p = 1.000) min after the Stroop test.

CONCLUSION

The present findings suggest that the parasympathetic branch of the autonomous nervous system which functions as a relaxation system tends to be activated under increasing mental fatigue, with a decreased performance (RT) similarly in men and women. Therefore, athletes could use MF induced during training to improve the time delay related to motor tasks.

Effect of Verbal Instruction on Motor Learning Ability of Anaerobic and Explosive Exercises in Physical Education University Students

This study investigated the effect of motor learning with informational feedback into response to anaerobic exercises with and without motor learning tasks in handball physical education university students. Participants were randomly divided into two groups: experimental group (EG, n = 10) and control group (CG, n = 10). Measurements of T-half test, 15-m and 30-m sprints, and ZIG-ZAG test were assessed in both groups before (T1), between (T2) a 4-week intervention program, and after (T3) an 8-week intervention program, which included agility and speed teaching with (EG) or without (CG) informational feedback (i.e., verbal instruction). The test-retest reliability for all tests was excellent, and the ICC ranged from 0.76 (ZIG-ZAG test) to 0.99 (Agility T test). The interday measurement error was clearly below 1% in all tests (CV range: 0.2–0.8). Time effects for the Agility T test (p = 0.012, ηp2 = 0.245) and the 15-m sprint (p = 0.035, ηp2 = 0.190) were found. For the Agility T test, a total interaction effect (p = 0.001, ηp2 = 0.380) and a partial interaction effect were calculated between T2 and T3 (p < 0.001, ηp2 = 0.603). A large effect size (d = 0.87) was observed in the EG from T2 to T3. The second relevant (d ≥ 0.5) effect size was calculated for the parameter sprint 30 m. The CG showed a significant sprint performance reduction from T2 to T3 (d = −0.60; parameter: sprint 30 m). All other effect sizes were less than 0.44. The ZIG-ZAG test revealed the largest main and partial effect sizes for all parameters. The EG showed the largest improvement (d = 2.00) between T2 and T3. The results demonstrate that motor learning with informational feedback improves performances of Agility T test, sprint, and ZIG-ZAG performance. It appears that a well-formulated verbal instruction may induce performance enhancement in young trainees in educational environment.